Thirty-Second International Conference on Learning

Abstract

In an increasingly diverse educational landscape, where classrooms are populated by students from various cultural and linguistic backgrounds, it is essential to equip teachers with the skills to address each student differentiated needs. In this context, the present study describes a teacher development program designed for English as a Foreign Language (EFL) educators in Early Childhood Education and Care (ECEC) in Greece. The program integrates the principles of multiliteracies and translanguaging to foster inclusive teaching practices that cater for the diverse needs of young learners. Given the recent introduction of EFL in ECEC in Greece, the 4-month training aims to support EFL teachers in creating innovative and effective educational experiences. Delivered through the Common Ground Scholar (CGScholar) and Creator platforms, the program promotes a community of practice among educators, guiding them to develop multimodal and translingual teaching materials. The program’s effectiveness is scheduled to be assessed through semi-structured interviews, reflective questionnaires, teacher and child portfolios offering insights into the development of both teachers’ and children’s knowledge. This research highlights the critical role of teacher development programs in ensuring equitable educational opportunities for all children, irrespective of their cultural or socioeconomic backgrounds. [The research work was supported by the Hellenic Foundation for Research and Innovation (HFRI) under the 4th Call for HFRI PhD Fellowships (Fellowship Number: 11154)]