Supporting dual language learners in Head Start: teacher beliefs about teaching priorities and strategies to facilitate English language acquisition

Abstract

Prior inquiry into teachers’ beliefs demonstrates that a top priority of early childhood teachers’ is developing children’s social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these beliefs extends to Head Start teachers who work with the growing population of dual language learning (DLL) children. In this qualitative study, interviews that included practice-based vignettes for participants to analyze and respond to were conducted with 20 Head Start teachers serving classrooms with large proportions of DLL Latino children. Teachers reported they believed developing social-emotional skills among DLL children is of primary importance, noting that these skills are foundational for supporting DLL children’s English language acquisition. In turn, participating teachers also reported they believed using Spanish in the classroom is a strategy to support social-emotional skill development among DLL children and thus ultimately facilitate their English language acquisition. Finally, the interviews revealed that participating teachers believed English language acquisition occurs naturally and easily within the preschool setting. The implications of these beliefs for the design of preservice early childhood teacher education to meet the needs of today’s linguistically diverse childhood population are discussed.

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