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

Authors

  • Kathryn A. Ohle University of Alaska Anchorage

DOI:

https://doi.org/10.55370/hsdialog.v21i1.730

Keywords:

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

Abstract

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.

Author Biography

Kathryn A. Ohle, University of Alaska Anchorage

Dr. Kathryn Ohle has been an Assistant Professor of Early Childhood Education at the University of Alaska Anchorage since August of 2013. She teaches primarily methods courses in at the undergraduate level and some research courses at the graduate level. Prior to coming to UAA, she taught kindergarten and third grade and worked as a literacy coach on the Targeted Reading Intervention as part of her doctoral work at the University of North Carolina at Chapel Hill.

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Published

2018-11-08

Issue

Vol. 21 No. 1

Section

Research Articles

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