Graduate Student Research Symposium 2025

This self-study examines how well the Master of Education in Teaching (MEdT) program prepares preservice teachers to support multilingual learners (MLs) as linguistically responsive teachers (LRT). Using a framework by Feiman-Nemser (2001) and adapted by Lucas and Villegas (2011), which identifies key skills and knowledge for LRT, this research highlights the need for all teachers to be equipped to teach culturally and linguistically diverse students. Through a mixed-methods approach, I reflect on my experiences with the program’s curriculum, mentorship, and field experiences, along with student feedback, to assess my readiness to teach MLs. Early findings show that the MEdT program helps prepare candidates for LRT, but there is room for improvement. This study offers a critical look at the MEdT program and suggests ways to strengthen LRT training. It stresses the importance of better integrating language and cultural skills into teacher education and supporting teachers’ growth in their early careers.