Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration

ABSTRACT

Guided by Bronfenbrenner’s bio-ecological theory of human development and Moll’s theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support DLLs. Parents (n = 14) and early childhood teachers (n = 17) of Spanish-speaking DLLs participated in focus groups and interviews. Data were analysed using the consensual qualitative research method [Hill, C., Thompson, B., & Williams, E. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517–572]. Nine themes emerged about parents’ and teachers’ beliefs about DLLs’ language development, and three themes emerged about parent–teacher collaboration. Findings indicate several practice implications, such as a need for education about second language acquisition and development of sustainable models to form collaborative partnerships between parents and teachers.

KEYWORDS:

• Early childhood
• dual language learners
• language development
• collaboration
• parents
• teachers

Notes on contributors

Brook E. Sawyer, Ph.D., is an assistant professor in the Teaching, Learning, and Technology programme at Lehigh University. Her research centres on promoting the development of young children who have disabilities or who are DLLs. She received her Ph.D. from the University of Virginia.

Patricia H. Manz is an associate professor and programme director of School Psychology. Her research is directed towards improving early childhood education for ethnic minority and low-income children. She received her Ph.D. from the University of Pennsylvania.

Kristin A. Martin is a graduate student in the School Psychology programme. She received her Bachelor’s Degree in Psychology from The College of New Jersey.