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.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2023

Author dc:creator

• Lin, Ya Yeh

Advisor dc:contributor.advisor

• Cheatham, Gregory

• Early childhood education

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:19253

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/38730