Exploring General Education Classroom Teachers' Balancing Act: Navigating Myths, and Instruction for Multilingual Learners from a Meso-Level View

Abstract

This dissertation addresses a critical gap in the literature by examining how the organizational environment shapes the understanding of instruction and practice for multilingual learners (ML) among general education (GE) elementary classroom teachers. Building on inhabited institutionalism theory, the study investigates the interrelationship of individuals, myths, and organizational structures in influencing teachers' perspectives on ML instruction. Employing a qualitative comparative case study approach in one school setting, the research aims to shed light on the nuanced ways in which the organizational environment interacts and shapes teachers' instruction for MLs. By identifying conditions for change, the findings contribute to the broader discourse on equity practices for MLs in schools, offering insights for practitioners, policymakers, and future research endeavors.