Preschool Educators’ Experiences in Teaching Dual Language Bilingual Education for Emergent Bilinguals Labeled With Disabilities

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusivity in Early Childhood Education: Challenges and Opportunities (Table 12)

Abstract

This study examines preschool educators’ perspectives and experiences implementing dual language bilingual education (DLBE). Given the limited research on DLBE for EBLWDs, this study aims to contribute to this underexplored field using sociocultural and boundary crossing theories. This study took place in two developmental preschool DLBE classrooms located in an urban school district in Arizona. Participants included one bilingual lead teacher, two paraprofessionals, and their ten culturally, linguistically, and ability-diverse students. The 12 semi-structured interviews were analyzed using a constant-comparative method. The findings revealed that educators’ perspectives evolved from concerns and uncertainty to recognizing benefits as they made sense of their new experiences. The last theme focused on educators’ perspectives and factors impacting the bilingualism of EBLWDs.

Authors

• Sultan Kilinc, Syracuse University

• Nikkia D. Borowski, Syracuse University