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More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners

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Abstract

This study sought to learn more about preschool teachers’ self-reported classroom practices related to DLLs and how such practices might be linked to their language ideologies. This study further investigated whether any differences existed between teachers’ classroom practices and language ideologies based on self-reported skills in their students’ home language. Key insights from this study include evidence of: (1) links between classroom practice and teachers’ language ideologies; (2) variation in beliefs and practices based on teachers’ own language skills; and (3) teachers’ use of children’s home language primarily for social connection rather than instructional purposes. The findings have implications for the early childhood workforce, both with respect to in-service teacher professional development and for pre-service teacher preparation programs.

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Funding

The project described was supported by Grant Number 90YR0080, from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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Authors and Affiliations

  1. University of Washington, Seattle, USA

    Maria Cristina Limlingan

  2. Tufts University, Medford, USA

    Christine M. McWayne

Authors
  1. Maria Cristina Limlingan
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  2. Christine M. McWayne
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Correspondence to Maria Cristina Limlingan.

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Appendix A: Head Start staff language ideologies—semi-structured interview guide

Appendix A: Head Start staff language ideologies—semi-structured interview guide

 

Questions

Objective

Opening

1. Tell us your name, position and how long you’ve been working at Head Start

Introduction

Introductory

2. Tell me about your language background

Teachers’ language proficiency in students’ home language

∙ What is the linguistic heritage of your family?

∙ What experiences and exposure have you had with other languages?

∙ What is your proficiency in the different languages you know in terms of understanding, speaking, reading, and writing?

3. What experiences/messages did you get about speaking your home language in school and in other places?

Key questions

4. Tell me about your experiences working with children who speak two or multiple languages

Teachers’ experience working with DLLs

5. Describe the language backgrounds of the children you currently teach

Teachers’ experience working with DLLs

∙ What languages do your students understand and/or speak?

∙ Can you give an estimate of how many children in your class speak Spanish, English, or another language fluently?

6. How do you incorporate/address the multiple languages of children when you teach?

Professional development related to teaching DLLs and second language acquisition

7. What common issues do you face when teaching children with multiple languages?

8. What kinds of support are available to you in relation to working with DLLs?

∙ e.g., Have you attended any professional development related to teaching DLLs and second language acquisition?

9. Can you give an example of a “breakthrough” (success) you had working with one of your students who was a DLL?

Teacher selfefficacy

∙ Give an example of when you felt you made a real difference working with your students who are DLLs

10. Can you give an example of a challenge you faced in teaching DLLs?

∙ What would you suggest are the ways to address this challenge?

∙ What do you think could have been done differently?

Ending

11. Is there anything related to teaching DLLs that we have not discussed and that you think is important to know?

 

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Limlingan, M.C., McWayne, C.M. More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners. Early Childhood Educ J 51, 981–996 (2023). https://doi.org/10.1007/s10643-022-01356-9

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