Professional Development for Teachers of Young Dual Language Learners

• In Event: Supporting Dual Language Learners, Their Families, and Their Teachers: A Statewide Study of Learning Across Systems

Abstract

Early learning settings across the country serve children with diverse linguistic and cultural backgrounds. Yet, few states have specific certifications or course requirements focused specifically on serving DLLs (National Institute for Early Education Research, 2017), and opportunities for professional development focused on DLLs vary greatly (Brodziak de los Reyes et al., 2020). Accordingly, many teachers report not being adequately prepared to work with DLLs (Austin et al., 2015). Research on the experiences and practices of teachers participating in DLL-focused PD can help inform states, local education agencies, and site administrators in their plans for preparing the workforce to successfully support DLLs.

Our study is guided by the perspective that PD experiences influence teacher beliefs and practices, which in turn have the potential to improve children’s learning outcomes (Ramírez et al., 2019). In order to better understand the relationship between PD experiences and educator beliefs and practices for DLLs, the study team administered and analyzed a survey to 800 early learning teachers in programs serving DLLs across California. The sample included teachers who recently participated in state grant-funded PD focused on DLLs as well as teachers with a range of reported prior DLL-related PD. Analyses examined respondents’ experiences with DLL-related PD and the extent to which these experiences were associated with improved confidence and attitudes about supporting DLLs, use of instructional practices shown to support DLLs, and use of research-based promising practices for engaging with the families of DLLs.

Initial findings indicate that teachers with greater amounts of DLL-focused PD reported higher levels of confidence in working with DLLs and greater use of promising instructional and family engagement practices than teachers who had less DLL-specific PD. These findings support prior research indicating that the amount of PD relates to confidence and use of particular instructional practices (Garet et al., 2001). Results of these and other analyses will be shared and implications will be discussed.
Ensuring that teachers have adequate training and preparation is essential to helping DLLs develop their linguistic and academic potential. Findings from this study provide insights for both programs and policy makers to inform decisions about training and development opportunities for teachers of DLLs.

Author

• Rebecca Bergey, American Institutes for Research