Early Childhood Teachers’ Use of Dual Language Digital Books in Alaskan Communities

Kathryn A. Ohle


This qualitative study investigated how dual language digital books are used by early childhood teachers working with primarily Alaska Native children and families. In particular, there was a desire to know how the teachers used the dual language digital books in their classrooms and if the resources were used to foster early literacy and/or to help teach and preserve native languages. The research was situated in six preschool classrooms where researchers observed the teachers using the books and conducted semi-structured interviews to triangulate the data. Using a qualitative approach to analysis, findings emerged that teachers used the books to introduce specific content or concepts, to emphasize home languages, and to reinforce early literacy skills using both whole group instruction and independent exploration time.  Additionally, how they used the books appeared to be in direct response to their students and their needs. Implications for teachers, families, and administrators are shared.


dual language books; early childhood teachers; Indigenous populations; biliteracy

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.