Experiences of Preschool Teachers Supporting Young Dual Language Learners
type: CreativeWork
description: The increasing population of young Dual Language Learners (DLLs) in the United States emphasizes the urgent need for early childhood educators to understand how to best serve DLLs and their families. This study explores preschool teachers’ experiences with young DLLs, specifically focusing on teachers’ strategies, challenges, and motivations when teaching them. Through iterative, semi-structured interviews with 10 preschool teachers, qualitative data were collected to understand teachers’ approaches in supporting young DLLs’ peer engagement and communication skills. The study also delves into the challenges faced by these preschool teachers and explores their motivations for supporting DLLs.
abstract: The increasing population of young Dual Language Learners (DLLs) in the United States emphasizes the urgent need for early childhood educators to understand how to best serve DLLs and their families. This study explores preschool teachers’ experiences with young DLLs, specifically focusing on teachers’ strategies, challenges, and motivations when teaching them. Through iterative, semi-structured interviews with 10 preschool teachers, qualitative data were collected to understand teachers’ approaches in supporting young DLLs’ peer engagement and communication skills. The study also delves into the challenges faced by these preschool teachers and explores their motivations for supporting DLLs.
author: Lin, Ya Yeh
language: en
keywords: Early childhood education
date published: 2023-01-01
date modified: 2026-07-24T02:46:17Z
provider: University of Kansas
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Kansas

PropertyValue
property ID: Handle
value: https://hdl.handle.net/1808/38730