Multilingual Learners and Agricultural Education: A three-article dissertation exploring the needs of both instructor and learner

Abstract

This study examined the instructional preparedness and professional development needs of high school agricultural education (SBAE) teachers in California's Central Region to support multilingual learners (MLs). Using culturally responsive teaching, the sheltered instruction observation protocol (SIOP), and andragogy as theoretical frameworks, the research explored SBAE teacher qualifications, language proficiency, and familiarity with strategies for MLs. Findings revealed that while teachers were confident in teaching fluent English speakers, they faced challenges in addressing the needs of beginning-level ML students, primarily due to limited professional development specifically tailored for MLs. Many educators recognized strategies like translation tools and scaffolding but struggled with consistent implementation. The predominantly White, monolingual teaching group highlighted barriers, including limited training and challenges in adapting to students' linguistic and cultural diversity. Recommendations emphasized the need for targeted professional development in culturally responsive teaching, SIOP, and academic vocabulary to strengthen instructional practices. Future research should assess the impact of ongoing training on teacher preparedness and the educational outcomes for MLs in agricultural programs.