Journal of the World Federation of Associations of Teacher Education Vol.1, Issue 1 80 IN-SERVICE TEACHER DEVELOPMENT FOR CULTURALLY AND LINGUISTICALLY RESPONSIVE PEDAGOGY - THE IMPACT OF A COLLABORATIVE PROJECT BETWEEN K-12 SCHOOLS AND A TEACHER PREPARATION INSTITUTION Jingzi Huang Margaret Berg Deborah Romero Dana Walker University of Northern Colorado ABSTRACT This paper addresses the gap in both research and practice in teacher education by examining an in-service teacher development project in a variety of school contexts, including math, science, and social studies instruction where teachers typically do not see students’ language development as their responsibility. The study, employing a mixed-methods approach to analyze the process of teacher development and document changes over time, explores how a culturally responsive and linguistic sensitive approach to teacher development makes an impact on teachers’ efficacy, their classroom practice, and student performance in schools. Data were collected over a period of 18 months from forty K-12 certified teachers from five high need school districts. Data sources include pre- and post-surveys, interviews, self/group reflections, lesson plans, classroom observations, and student writing samples collected by the participating teachers prior to and towards the end of the grant project. The qualitative and quantitative evidence provided by the project strengthens the argument for the importance of incorporating culturally responsive and linguistically sensitive pedagogy into all teacher development programs. The findings shed light on opportunities and challenges for teacher education in a multicultural society.