Abstract
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development: 2000. http://nces.ed.gov/surveys/frss/publications/2001088/index.asp?sectionid=3, 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed.
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Worthington, E., Maude, S., Hughes, K. et al. A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start. Early Childhood Educ J 39, 51–60 (2011). https://doi.org/10.1007/s10643-010-0440-y
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DOI: https://doi.org/10.1007/s10643-010-0440-y