Teaching Writing to Multilingual Learners of English (MLE): Pre-Service Teachers' Experiences in a Practicum Context
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Authors
Bharti, Monika
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
As U.S. classrooms grow increasingly linguistically diverse, there is an urgentneed to prepare pre-service teachers (PSTs) to support multilingual learners of English
(MLE), particularly in the area of writing instruction. This dissertation investigates how
PSTs enrolled in a university-based after-school literacy tutoring program supported the
writing development of elementary-aged MLE. Grounded in sociocultural theory
(Vygotsky, 1978), dialogism (Bakhtin, 1981), social semiotic multimodality (Kress,
2010), and culturally responsive pedagogy (Gay, 2010), this qualitative multiple case
study explores the instructional strategies PSTs used and the decision-making processes
that informed their practices.
Findings across eight PST–MLE case studies reveal that effective writing
instruction was scaffolded, multimodal, and culturally affirming. PSTs incorporated
visual organizers, drawing, storytelling, and students’ home languages to reduce writing
anxiety and support idea generation. Decision-making was shaped by prior coursework,
mentoring, reflective practice, and a commitment to honoring students’ linguistic and
cultural identities. Despite these strengths, PSTs also navigated challenges related to
linguistic confidence, material limitations, and institutional expectations. This study
contributes to research on multilingual writing pedagogy by offering empirical insights
into how PSTs translate theory into practice in real-time, individualized settings. It
underscores the need for teacher preparation programs to integrate targeted training in
linguistically responsive writing instruction, scaffolded pedagogies, and reflective
teaching practices. Ultimately, the study calls for a reimagining of writing instruction that positions multilingualism as an asset and ensures that all students—regardless of
language background—are supported in meeting rigorous academic standards.