INTERNATIONAL JOURNAL OF EDUCATION AND SOCIAL SCIENCE (IJESS)
Challenges and Experiences in Teaching Multilingual Learners in Social Studies Classrooms
E-ISSN: 5778-6990
P-ISSN: 6790-5577
DOI: https://iigdpublishers.com/article/947
This study examines the challenges and experiences faced by educators and school leaders in supporting Multilingual Learners (MLs) in North Carolina’s social studies classrooms. Utilizing a narrative inquiry approach, the research explores the perspectives of 21 ESL teachers and public school administrators through interviews and open-ended questions. Key findings reveal that cultural and language barriers are the most significant obstacles to providing effective instruction for MLs. These challenges are often exacerbated by cultural biases and stereotypes, affecting both educators and students. The study emphasizes the need for targeted professional development programs to equip educators with research-based instructional strategies that address the unique needs of MLs in social studies education.
Matthew John Wynne & Ji Young Kim
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