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An exploration of preschool teachers' training for English language learners: an instrumental case study
Dissertation   Open access

An exploration of preschool teachers' training for English language learners: an instrumental case study

Lina Antonia Pacheco
Doctor of Education (Ed.D.), Drexel University
Mar 2020
DOI:
https://doi.org/10.17918/bkgg-t836
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Abstract

Education, Bilingual English language--Study and teaching--Foreign speakers Preschool teachers--Training of Early Childhood Education
Early childhood classroom diversity has increased significantly in the United States in recent years (Genishi & Dyson, 2015); however, this diversity has not been echoed by a similar diversification of teaching practices (Genishi & Dyson, 2015). The purpose of this qualitative case study was to explore the current level of ELL training possessed by nine female preschool teachers teaching in a Head Start program located in north central California; and to explore these preschool teachers' perceptions of how effective their training had been. The following research questions guided this study: (a) How do preschool teachers describe their level of training and preparedness to teach ELL children? (b) How is a preschool teacher's level of preparedness and training for teaching ELL children reflected in his or her instruction? (c) How do preschool teachers perceive ELL children as responding to their instructions? Analysis of the study results identified five themes a) level of teacher training and preparedness, b) classroom instruction techniques, c) challenges and opportunities of working with ELL preschoolers d) working with ELL parents, and e) Needs and Recommendations from Teachers. Consistent with previous findings in the literature, the findings of the research suggested, a lack of education and training for the teachers working with ELL students, teachers relying on their experiences and teachers' creativity to adapt tools at their disposal to animate and engage ELL students. Since there are gaps in the existing formal training and skills provided to teachers for ELLs, a recommendation is for administrators and educators to be mindful of creating a culturally responsive classroom and to address cultural competency in curriculum and teacher development.

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