Building teacher candidates' self-efficacy beliefs about the education of multilingual learners: A linguistically responsive approach

This study explores possible effects of a linguistically responsive instructional intervention including critical language awareness and systemic functional linguistics on preservice teachers' self-efficacy beliefs about providing support for multilingual learners, focusing on their knowledge of language structures, and incorporating multilingual activities and critical perspectives in classroom instruction. Survey data were collected from 106 preservice teachers (control = 54, intervention = 52). Findings suggest that the intervention had several significant effects on teacher candidate's self-efficacy beliefs and that many of the effects were moderated by background factors. This study shows that critical content infused into teacher education coursework can make differences in preservice teachers' perceptions.& COPY; 2023 Elsevier Ltd. All rights reserved.