A Descriptive Analysis of Relationships of a Culturally and Linguistically Based PD System, DLL Focused Classroom Practices, and Perspectives of Latina Preschool Educators Serving DLLs

• In Event: Supporting Classroom Practices for Culturally and Linguistically Diverse Children through Teacher-Focused Professional Development 

Abstract

This study addresses a growing need to support Latina preschool teachers of dual language learners (DLLs) for whom there is a limited supply of professional learning (PL) options but where demand is high because of their linguistic assets (Copeman, et al., 2018). The study aims to explore possible solutions to challenges that include both the need for PL relative to DLL supportive strategies (NASEM, 2017), and current real-world work conditions. The study’s logic model posits that use of a domain-specific PL system, the Self-Evaluation of Supports for Emergent Bilingual Acquisition (SESEBA; Figueras-Daniel & Frede, 2009) can provide a feasible way for teachers to reflect on strategies for DLLs without creating unrealistic demands. The model also assumes that use of the SESEBA, in line with adult learning theory, creates opportunities for teachers to have agency of their PL, and thus increasing the likelihood of its effectiveness.

This study includes 25 Latina preschool teachers working in an 88% Latine, Spanish-speaking community in a publicly funded preschool district in the northeast. All teachers were recruited based on their own self-identification as Latine, Spanish speakers.

In a Phase I, mini–focus groups were conducted with a sub-sample (N=8) to understand Latina teachers’ past PL experiences relative to working with DLLs and how their funds of knowledge have been valued as assets. In Phase 2, a larger sample will be observed using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA; Freedson, et al., 2009). The CASEBA is a measure of observed classroom quality designed to capture supports for DLLs. Analysis of the CASEBA at the indicator level will provide specific data on the extent to which individual practices are evident in the Latina teacher’s classrooms and will relate them to attitude data about use of HL for instruction before and after teachers engage in PL through use of the SESEBA. Interviews will also be conducted to understand possible change, while teachers use the SESEBA. Research questions include:
RQ1: What specific practices are evident in Latina teachers’ classrooms as measured by the CASEBA prior to learning the SESEBA?
RQ 2: How can self-reflection on use of language and culture with DLLs, guided by the SESEBA, influence practice?

Phase I findings revealed several themes about teachers’ use of language and culture and how their PL to date has contributed to what is currently done. Specifically, themes showed that teachers were not agentic in PL topic choices, that PL is not individualized, and that there were few DLL offerings if any. Inclusion of teachers’ own cultures and languages in their teaching were also facets of teachers’ own intuition and not due to PL encouragement. Current analysis of similar CASEBA data shows that teachers use HL for instruction is low, classroom environments are not reflective of children in the classrooms, and specific strategies for scaffolding English are missing. Use of the CASEBA in this study will help to pinpoint what parts of the SESEBA are helpful in creating increases in practices and exactly what practices are affected.

Author

• Alex Figueras-Daniel
  Presenting Author