Can Teacher Preparation Impact Multilingual Learner Achievement?: A Study of Multilingual Student Learning Gains in Pre-Service Teachers' Internship Classes

Autor/inn/en	Nirmal Ghimire; Joyce W. Nutta
Titel	Can Teacher Preparation Impact Multilingual Learner Achievement?: A Study of Multilingual Student Learning Gains in Pre-Service Teachers' Internship Classes
Quelle	In: TESOL Journal, 17 (2026) 2Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Nirmal Ghimire) ORCID (Joyce W. Nutta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.70120
Schlagwörter	Forschungsbericht; Multilingualism; Bilingual Students; Academic Achievement; Preservice Teachers; Preservice Teacher Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Internship Programs + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schulleistung; Lehramtsstudiengang; Lehrerausbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Berufspraktische Ausbildung
Abstract	This study investigated the impact of a differentiated teacher preparation model, One-Plus, which focused on equipping teachers to improve multilingual learner (ML) achievement. The One-Plus curriculum integrates ML-focused content into coursework and field experiences. Analysis of pre- and posttest data from 13,163 K-5 students taught by One-Plus interns, using hierarchical linear modeling revealed that pretest gaps existed for MLs, minorities, low socioeconomic status (SES), and students with disabilities compared to peers. However, gaps decreased substantially on posttests after One-Plus Pre-service Teachers' (PSTs') instruction. Time series analysis provided supplementary evidence supporting the consistency of posttest scores over time. The effect size for ML status diminished notably from pre- to posttest, suggesting One-Plus PSTs' capacity to provide comprehensible instruction and language support. While gaps decreased, they persisted, indicating a continued need for linguistic responsiveness. Overall findings provide initial evidence from a focused, multi-year analysis that targeted preparation can narrow achievement disparities, highlighting the necessity of integrated, ML-focused approaches in teacher education to equip teachers for diverse classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06