CANCELLED. Language Perspectives and Practice: A Qualitative Study on How Preschool Teachers' Language Ideologies Relate to Classroom Practice With Dual Language Learners

• In Event: 53.056 - Teaching Multiple Language Learners: The Role of Teachers' Identities, Beliefs, and School Curriculum

Abstract

In the relationship between preschool teachers and their students, teachers decide how to implement the curriculum, affecting the overall quality of the classroom environment and the kinds of teacher-child interactions that take place. These decisions are informed by teachers’ theoretical beliefs and ideologies that are often left unexamined. This study provides insight on how preschool staff language ideologies influence classroom interactions and student learning for children learning two languages or dual language learners (DLLs). Interview data were collected from 22 preschool teachers and teacher assistants. Results revealed themes related to variation in teachers’ understanding of how DLLs learn English and their home language and provide several examples of different strategies teachers use in the classroom when working with DLLs.

Authors

• Maria Cristina Limlingan, Tufts University

• Christine M McWayne, Tufts University