Teachers' Beliefs Regarding Dual Language Learners in Head Start

Authors

  • Rica Ram`irez University of Texas at San Antonio https://orcid.org/0000-0002-5984-9186
  • Lauren M. Cycyk University of Oregon
  • Shelley E. Scarpino Bloomsburg University
  • Lisa M. Lopez University of South Florida
  • Carol Scheffner Hammer Teachers College Columbia University

DOI:

https://doi.org/10.55370/hsdialog.v23i1.894

Keywords:

teacher beliefs, head start, dual language learners, Latino, professional development

Abstract

Knowing Head Start teachers existing beliefs can help to tailor the professional development they receive on topics surrounding DLLs language development and best practices for DLLs in their classrooms. Teachers who have access to accurate information that strengthens their practices and dispels their misconceptions related to DLLs may be better equipped to provide a quality preschool experience to DLLs in their classrooms. Twenty-three female teachers working in Head Start preschool centers serving DLLs were interviewed on their beliefs regarding DLLs, DLLs language development, and appropriate instructional practices for DLLs. Modified consensual qualitative analysis was completed as an inductive, multi-step analysis process to summarize the beliefs of the participating teachers. Six major themes emerged. These themes included: (1) definition of DLL; (2) value of DLLs home culture and language; (3) ease of learning English; (4) primary classroom language; (5) home language use in the classroom; (6) language difference versus language delay or disorder. Implications and recommendations for professional development are discussed.

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Published

2020-06-16

Issue

Vol. 23 No. 1 (2020): Informal Assessments & Dual Language Learners

Section

Research-to-Practice Summaries

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