ABSTRACT This study examines how in‐service teachers of multilingual learners (MLs) utilize teacher research to integrate and reflect on culturally and linguistically responsive pedagogy (CLRP). Through a 12‐month professional development (PD) course, part of a broader initiative supported by a National Professional Development grant, teachers engaged in teacher research and reflective practice through what we call Impact on Learning Studies, to explore and enhance their instructional practices. This qualitative study analyzes three empirical examples of teacher research from PD participants, showcasing affirmative examples of how teachers align instruction with students' cultural and linguistic identities, challenge deficit‐based perspectives, and interrogate institutional policies. Findings illustrate that teacher research fosters significant pedagogical insight and reflexivity, enabling teachers to effectively tailor educational practices to the diverse needs of MLs. The study underscores the importance of teacher‐led inquiry in promoting educational equity, highlighting the transformative potential of teacher research in professional development and instructional innovation for culturally and linguistically diverse classrooms.
Donley et al. (Tue,) studied this question.