A Cultural Communities Approach to Understanding Head Start Teachers' Beliefs about Language Use with Dual Language Learners: Implications for Practice

Autor/inn/en	Garrity, Sarah; Guerra, Alison Wishard
Titel	A Cultural Communities Approach to Understanding Head Start Teachers' Beliefs about Language Use with Dual Language Learners: Implications for Practice
Quelle	In: Contemporary Issues in Early Childhood, 16 (2015) 3, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949115600027
Schlagwörter	Second Language Learning; Role; Interviews; Experimental Groups; Teacher Attitudes; Generalization; Language Usage; Classroom Techniques; Hispanic American Students; Bilingualism; English (Second Language); Spanish; Language of Instruction; Classroom Communication; Communities of Practice; School Readiness; Educational Practices; Preschool Teachers; Disadvantaged Youth; Cultural Background; Teacher Characteristics; Preschool Education; Qualitative Research + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Rollen; Interviewing; Interviewtechnik; Lehrerverhalten; Sprachgebrauch; Klassenführung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Teaching language; Unterrichtssprache; Klassengespräch; Community; Readiness for school; School ability; Schulreife; Bildungspraxis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Qualitative Forschung
Abstract	The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking country, English should be the language of instruction. Additionally, educational research during the past decade has been characterized by an emphasis on the use of rigorous experimental designs that are highly generalizable and fail to take into consideration the role of teacher beliefs on classroom practices. This study used a cultural communities lens to explore the beliefs about classroom language use of two Head Start teachers in order to gain insight into how teacher beliefs influence classroom practices, particularly the language of instruction. Analysis of teacher interviews and assessments of classroom language use indicated that teachers had very different beliefs about language use, despite their coming from very similar ethnic and linguistic backgrounds, and that these beliefs were translated into classroom practice. Teacher beliefs were grounded in teachers' experiences as members of cultural communities, and the findings highlight the need to attend to within-group variability as well as classroom processes that influence teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01