Teaching Between Ideologies and Structures: Instructional Decision-Making In An Emergent Multilingual World History Classroom

This qualitative critical case study examines how teacher identity and institutional curriculum structures shape instructional decision-making in an Emergent Bilingual World History classroom. Findings highlight how language, participation, and historical meaning-making are negotiated under institutional pressures, showing a social studies teacher navigating tensions among curriculum, identity, and EB student learning.