A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start

Autor/inn/en	Worthington, Emily; Maude, Susan; Hughes, Kere; Luze, Gayle; Peterson, Carla; Brotherson, Mary Jane; Bruna, Katherine; Luchtel, Molly
Titel	A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start
Quelle	In: Early Childhood Education Journal, 39 (2011) 1, S.51-60 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-010-0440-y
Schlagwörter	Inservice Education; Focus Groups; Disadvantaged Youth; Second Language Learning; Visual Aids; Interviews; Classroom Environment; Language Skills; Educational Opportunities; Professional Development; English (Second Language); Teacher Attitudes; Teaching Methods; Educational Strategies; Preservice Teacher Education; Educational Change + Suchen Sie Ihr Suchwort? Berufsbegleitende Ausbildung; Benachteiligter Jugendlicher; Zweitsprachenerwerb; Anschauungsmaterial; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Language skill; Sprachkompetenz; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform
Abstract	The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development) 2000. The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10