Early Childhood Faculty Beliefs and Self-Efficacy on Preparing the Early Childhood Workforce to Work With Dual Language Learners

• In Event: Early Childhood Preservice Teacher Education

Abstract

The population of children ages birth to 5 who are learning two or more languages, known as dual language learners (DLLs), has increased throughout the US, and particularly in California (Office of Head Start, 2020). While there is an increase in DLL children, there is limited early childhood education (ECE) training for ECE teachers (Zepeda et. al., 2011). A mixed-method study was conducted to identify the beliefs ECE faculty in institutions of higher education (IHE) hold regarding offering courses and pathways to support the ECE workforce to work with DLLs. Our study found that faculty believe DLL topics are important for ECE teachers to know about but express pragmatic and institutional concerns. Implications for IHEs, policy, and research are explained.

Authors

• Giselle Emilia Navarro-Cruz, California State Polytechnic University - Pomona

• Norma Leon, California State Polytechnic University - Pomona

• Carolyne Crolotte, Early Edge California