Experiences of Preschool Teachers Supporting Young Dual Language Learners
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.
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