Exemplary Teaching Practices for Young Dual Language Learners Across Three Program Types

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Cultural Studies in Early Childhood

Abstract

Previous research has identified promising practices for teaching young Dual Language Learners (e.g. Tabors, 2008), but additional work is needed to understand how teachers support DLL children in English-dominant preschool classrooms, and how practices vary across different types of programs. This qualitative multiple-case study investigated teaching practices for DLLs in six community-nominated exemplary preschool classrooms across Head Start, public Pre-K, and private preschool programs. Drawing on interviews, classroom observations, videos, and classroom artifacts, findings from the study demonstrate that exemplary teachers hold asset-oriented beliefs about bilingualism and diversity, and enact a wide repertoire of practices tailored for DLL children. These practices include: embedding home languages in classroom life, emphasizing guided play, utilizing observational assessments, and scaffolding language learning.

Author

• Megina Baker, Boston University