Teachers’ Identity Work with Multilingual African Immigrant and Refugee Background Students

This study explored how K–12 teachers position themselves and their colleagues in relation to multilingual African immigrant and refugee background (AIRB) students, examining how identity and positionality shape teaching practices. The study was guided by three questions: how teachers position themselves toward AIRB students, how they position themselves in relation to other teachers of AIRB students, and how they position AIRB students in classrooms. Drawing on interviews with 13 educators, findings reveal the complex interplay between personal biography, cultural exposure, and experiences with multilingualism. Some teachers positioned themselves as advocates, learners, or experts, while others felt unprepared for the challenges of teaching AIRB students. Teachers’ positioning of AIRB students, often informed by generalizations or assumptions, has significant social and educational consequences, affecting engagement and inclusion. The study highlights the importance of reflective practice, culturally responsive pedagogy, and targeted professional development to foster equitable and inclusive learning environments for all students.