Critical Theory and Early Childhood: Understanding How Teacher Perceptions Shape the Literacy Instruction English Language Learners Receive

• In Event: 75.037 - Literacy and Silences: Diversity, Social Justice, and Student Voice

Abstract

The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) shaped their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, in one school with a diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar’s (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition.

Authors

• Kerry C Rizzuto, Monmouth University

• Lilly M. Steiner, Boston University