Monolingual Preschool Teachers’ Perceptions of Linguistic and Cultural Pluralism

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Equity Issues in Multilingual Learner Education: Ways Forward (Table 8)

Abstract

This study examined monolingual Head Start preschool educators’ perceptions of linguistic and cultural pluralism, especially for Emergent Bilingual (EB) students, in the predominantly White, monolingual Midwestern rural and suburban contexts. Midwestern teachers have fewer interactions with EB students and training about EB students than teachers in other states. By interviewing six Head Start educators and analyzing their perceptions and practices, we found that their perceptions could be described as ‘bilingualism advocates with English proficiency as a priority.’ We also identified the systematic or institutional-level and family engagement support they need for creating linguistic and cultural pluralism. A nuanced identification of teachers’ perceptions of diversity and their needs offers insight into the direction of future professional development and conversations with teachers.

Authors

• Hyonsuk Cho, University of North Dakota

• Maria Zaman, University of North Dakota