Browsing by Subject "Immigrant education"

Migration trends globally are reshaping primary and secondary school demographics leading to increased linguistic and cultural diversity in historically monocultural settings. In La Rioja, Spain, students with immigrant backgrounds make up more than 15% of the current student body. Teachers are navigating these intercultural classrooms with varying experiences implementing culturally and linguistically responsive teaching. Research currently focuses on student academic performance and well-being deficits as well as deficit-based public and teacher narratives. This leaves a gap in research on the teacher experience and positive narratives. This study aims to fill this gap by addressing two research questions: What are the components of positive narratives of teachers working with students with immigrant backgrounds? What are teachers’ understandings of linguistically responsive teaching (LRT) and culturally responsive teaching (CRT)? The data was collected through qualitative semi-structured interviews of seven teachers with varying years of experience in primary and secondary schools. A narrative driven content analysis was used to inductively code the positive narratives and deductively code the understandings of the pedagogies based on a combined LRT and CRT framework. Traces of the Narrative Dimension Model were used to evaluate the form of the narratives enhancing understandings of the teacher’s perspectives and experiences. Results from this study show three components of teachers’ positive narratives: growth as a teacher, satisfaction and efficacy, and inclusive community extending previous research which has overlooked these aspects. The narratives collectively indicate an emerging understanding among teachers of LRT and CRT in both teacher orientations and skills. Some inconsistencies in the understanding of academic rigor and scaffolds for language learners persist. Nonetheless, these positive narratives offer a fresh perspective that contrasts with the prevailing research focused on challenges. Teachers expressed strong and clear appreciation for the positive aspects of their experiences. Through personal authorship and some shared ownership, the teachers highlight the enriching aspects of teaching diverse student populations. The study shows the potential inherent in classrooms with students with immigrant backgrounds to improve education for all students.