NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132228
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0300-4430
Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration
Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.
Early Child Development and Care, v187 n3-4 p707-726 2017
Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support DLLs. Parents (n = 14) and early childhood teachers (n = 17) of Spanish-speaking DLLs participated in focus groups and interviews. Data were analysed using the consensual qualitative research method [Hill, C., Thompson, B., & Williams, E. (1997). "A guide to conducting consensual qualitative research." "The Counseling Psychologist," 25, 517-572]. Nine themes emerged about parents' and teachers' beliefs about DLLs' language development, and three themes emerged about parent-teacher collaboration. Findings indicate several practice implications, such as a need for education about second language acquisition and development of sustainable models to form collaborative partnerships between parents and teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A