Head Start and Early Head Start Teachers’ Beliefs About Bilingualism: A Convergent Mixed Methods Study

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Paso a paso early experiences with language, literacy and identity.

Abstract

This study explored Head Start and Early Head Start teachers’ beliefs about bilingualism and bilingual language development, with a focus on young Emergent Bilinguals (EBs) with disabilities. Guided by a holistic view of bilingualism, critical disability studies, and social constructivism, it examined how these beliefs shape classroom practices. Using a convergent mixed methods design, the study integrated survey and interview data. Findings revealed that while teachers generally valued bilingualism, misconceptions about language acquisition—especially for young EBs with disabilities—remained. These insights underscore the need to help in-service teachers reflect on their beliefs, challenge monolingual and ableist assumptions, and promote equity in early learning environments for young EBs with and without disabilities.

Authors

• Jisun Rachel Oh, University of Illinois Urbana-Champaign

• Marie Wagner, Rockhurst University