A Needs Analysis of Teacher Experiences and Literacy Practices in Supporting Multilingual Learners in Borderland Schools

The purpose of this research was to examine teacher experiences and instructional practices in borderland schools to determine the conditions shaping multilingual literacy instruction and how these experiences differ according to teacher characteristics. This study was a pilot study with a sample of 16 teachers who completed a survey measuring structural barriers, cultural responsiveness, instructional practices, and professional learning and collaboration. Descriptive findings indicated perceptions of moderate institutional support, including funding, technology access, and a vision for multilingual education, although teachers reported limited access to bilingual materials and specialist support. Teachers demonstrated confidence in integrating students’ cultural identities into literacy instruction yet noted limited institutional encouragement for translanguaging and home language use. While differentiated instructional practices were widely implemented, attention to contextual factors such as mixed-status families and geographic isolation varied. Mann–Whitney U analyses revealed that Hispanic teachers and those with multicultural training perceived greater structural barriers; bilingual teachers reported stronger differentiation and cultural integration practices; and Hispanic teachers perceived less institutional value placed on bilingualism. Overall, teachers showed strong commitments to culturally and linguistically responsive instruction; however, systemic support was inconsistent. Therefore, it is recommended that schools strengthen institutional alignment through expanded bilingual resources, targeted professional learning, and policies that affirm bilingualism. These actions will better support teachers’ instructional practices and improve multilingual literacy outcomes in borderland contexts.