Empowering Families to Maintain Their Home Language: Effective Strategies to Support Young Dual Language Learning

Abstract

This research study examined teachers’ communication practices with families of children who are dual language learners (DLL). Effective ways of communicating with families of DLL is essential to promoting participation in their child’s education and supporting engagement with their dual language learning. This research benefits early childhood education programs by examining how teachers can more effectively support DLL children and families. This study adds to the existing body of literature concerning strategies that support both early childhood educators and DLL young children and families. Administrators or staff in leadership positions with early childhood programs could benefit by incorporating essential communication strategies that support DLL children and families. Early childhood education programs may benefit from the results of this study by understanding the importance of culturally and linguistically responsive partnerships with DLL families. This qualitative case study included interviews with 10 teachers and seventy-four families from a state funded preschool program. All participants completed a survey. Five teachers and 10 families participated in an in-depth, semistructured interview. The research study’s findings explore challenges encountered and effective strategies for supporting young DLLs and their families in the following areas: a) barriers using technology; b) limited translation materials available in the home language; c) importance of collaboration between teachers and families. This study includes discussion, implications, and recommendations for early childhood education program staff and administrators to consider when supporting young DLL children and their families in preschool classroom settings.

Keywords: Dual Language Learners, family engagement, collaborative partnerships, Latinx