Bilingualism in Early Childhood: Head Start Educators’ Perceptions of Bilingualism for Preschoolers Without, With, or Considered At-Risk for Disabilities

• In Event: Embracing Inclusivity: Centering Bi-/Multilingual Special Education Learners and Research in the Field

Abstract

Young emergent bilinguals (EBs) thrive in environments that encourage using their full linguistic repertoire. Despite evidence of the benefits of bilingualism and home language maintenance, young EBs face an education system and teaching force that is unprepared to support their needs. This study involved 19 Head Start teachers in semi-structured interviews about their perceptions of bilingualism. Thematic analysis revealed how Head Start teachers define bilingualism, perceive bilingualism for young EBs, and the extent to which their attitude contributes to the support and recommendations they provide families. Findings indicate that most teachers valued bilingualism and encouraged home language use, but many held misconceptions about bilingualism, especially for young EBs with or at-risk for disabilities. Implications for practice are presented.

Authors

• Jisun Rachel Oh, University of Illinois Urbana-Champaign

• Gregory Cheatham, University of Kansas

• Josh Hayes, University of Kansas