Exploring What School Based Agricultural Education Teachers Narratives say About Their Lived Experiences Pertaining to Working with English Language Learners

Natalie Baumgartner; Josh Stewart

doi:10.5032/jae.v67i1.3286

Authors

Natalie Baumgartner California State University, Fresno https://orcid.org/0009-0009-7422-2881
Josh Stewart Oregon State University https://orcid.org/0000-0003-1863-6288

DOI:

https://doi.org/10.5032/jae.v67i1.3286

Keywords:

Teacher Narratives, SBAE, English Language Learners

Abstract

This study aimed to explore and share the personal narratives of early career school-based agricultural education (SBAE) teachers regarding their experiences with English Language Learner (ELL) students, focusing on both challenges and benefits. A lack of research on SBAE teachers' interactions with ELLs in agricultural education, coupled with the rising ELL population nationwide, motivated this study. It sought to offer valuable insights and actionable recommendations to support SBAE teachers and enhance educational outcomes for ELLs in agricultural settings. Participants included nine early career SBAE teachers from California, each with one to five years of experience. These teachers had worked with 10 to over 600 ELLs at various proficiency levels. Data were gathered through semi-structured interviews, which were recorded, transcribed, and used to develop detailed participant narratives that formed the core of the study. The findings revealed several key themes, resulting in recommendations for research and practice. These include improving teacher preparation and professional development, fostering culturally responsive teaching, creating supportive networks and resources, and empowering SBAE teachers to advocate for their students and programs. The study provides a foundation for discussions within the SBAE community and serves as a practical resource for teachers working with ELLs.

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