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Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.

More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens