Linguistically Responsive Professional Development: Offerings, Access, and Outcomes for a Multilingual ECE Workforce

• In Event: Supporting the ECE Workforce: Findings from Four System-Level Professional Development Initiatives

Abstract

Objectives
Continued professional development (PD) is important for helping early educators stay in the field, grow in their careers, and earn higher wages (McLean et al., 2024; Zaslow et al., 2010). However, many educators whose first language is other than English face persistent barriers to accessing and completing PD (Anghel et al., 2024; Múñez et al., 2017). More empirical evidence is needed to understand how to better support their participation and success in PD. This study draws on administrative data from one state to address the following research questions.
1. What is the availability of PD in non-English languages and their characteristics?
2. Who are the early educators participating in these courses?
3. Does offering PD in educators’ preferred language increase their likelihood of completing the course, compared to those taking PD in English?

Theoretical Framework
Cognitive Load Theory posits that learning is most effective when instruction is designed to free up cognitive resources so they can be used for learning the content (Sweller & van Merriënboer, 2019). When instruction is delivered in a language other than the learner’s primary language, additional effort is required to process the language itself, leaving fewer resources for learning. Translanguaging Theory further explains that multilingual learners benefit when they are able to access PD in their preferred language (Bonacina-Pugh & Huang, 2021; Wei, 2018). Doing so creates a translanguaging space—a learning environment where educators can draw on their full cognitive, cultural, and linguistic resources. Together, these frameworks help explain why instruction aligned with educators' preferred language supports their success in PD.

Methods and Data Sources
We drew on administrative data from one state that included details on PD course offerings, educator enrollment, and completion outcomes. We first examined the PD courses delivered in non-English languages and non-English speaking educators who have engaged in English and non-English PD. Next, we ran a multilevel logistic regression model to assess whether taking PD in a preferred language was linked to higher completion rates.
Results
Between January 1, 2024, and June 30, 2025, 66 PD courses were offered in non-English languages: Spanish (40.9%), Portuguese (37.9%), Mandarin (16.7%), and Cantonese (4.6%). In total, 1,225 educators enrolled in non-English language PD. Their roles included family childcare providers (33.7%), teachers (7.9%), directors/program administrators (4.4%), paraprofessionals and assistant teachers (27.8%), and others (26.3%). Multilevel logistic regression analysis showed educators were more than twice as likely to complete PD when it was offered in their preferred language (OR = 2.18, p < .001), compared to those who preferred a non-English language but took it in English.

Scholarly Significance
This study provides empirical evidence that offering PD in educators’ preferred language significantly improves completion rates. Our results show that it is not just about offering more PD opportunities. Rather, it is about making systems truly responsive to the needs of early educators. When PD is offered in a language that aligns with educators’ preferred learning language, it removes systematic barriers and creates the conditions for meaningful engagement and success.

Authors

• Yujin Lee, University of Massachusetts - Boston

• Nicole Restrepo, University of Massachusetts - Boston

• Anne Douglass, University of Massachusetts - Boston