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College

College of Arts and Sciences

Major

Humanities for Teaching and Spanish

Faculty Mentor

Audrey Hudgins

Faculty Editor

June Johnson Bube

Student Editor

McKailey Reyes and Aicha Toure

Abstract

This project triangulates my passions for literacy, language, and teaching around the question, “How can the experiences of students on the linguistic margins of “English-only” classrooms (classrooms where lessons are taught in one dominant language—English) inform and affirm methods for teacher preparation that benefit Multilingual Learners (MLLs)?” This article review demonstrates how Adaptive Leadership Theory—in particular, the framework of observation, interpretation, and intervention—can be used to diagnose and respond to common communication and literacy challenges faced by educators in their work with multilingual students. Engaging a scenario-based approach grounded in the practice of Linguistic Ideological Clarity (LIC), this paper interweaves active classroom experiences with formative personal narratives to form more thoroughly adaptive and responsive diagnostic perspectives. The result is an interactive review that presents multiple interpretations and intervention strategies drawn directly from a student teacher’s playbook, charting a promising course toward social and linguistic justice in evolving monolingual instructional spaces for educators and multilingual learners.

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