An exploration of Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges working with dual language learners is presented. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners’ benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Using semi-structured interviews, results revealed that Head Start teachers realized they need additional support to meet the challenges of working with dual language learners. (author abstract)
Challenges Head Start teachers face with dual language learners
Description:
Resource Type:
Reports & Papers
Country:
United States
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Dual language learning: What does it take?: Head Start dual language report [Executive summary]
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Dual language learning: What does it take?: Head Start dual language report
Reports & Papers