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Uses exploratory sequential mixed methods with educators serving 3- and 4-year-old DLLs, finding belief and practice shifts after six PD sessions, with empathy, expectations, and external factors also playing key roles. Discusses implications for PD and program design.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Practices Working With Dual Language Learners  \nThe National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the  \n4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher practices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence of 6 PD sessions related to high-quality instruction for DLLs and examined other influential factors related to beliefs and practices. Participants were 98 early childhood educators serving 3-and 4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators’ beliefs and practices shifted after PD. Qualitative findings suggest that educators’ empathy, expectations, and external factors also influenced their beliefs and practices. Implications for PD and program design are discussed.  \nAs the US becomes increasingly diverse, educators are asked to  \nmeet the needs of a larger population of students from cul  \nturally and linguistically diverse backgrounds. Many young children from culturally and linguistically diverse backgrounds are acquiring two or more languages simultaneously in the home and/or school. These young learners are referred to as dual language learners (DLLs) . More than four million dual language learners are now enrolled in early childhood (EC) programs (Goldenberg, Hicks, & Lit, 2013), and it is projected that by the 2030s, 40% of the US school  \nThe CATESOL Journal 29.1 • 2017 • 23  \npopulation in general will be children who speak a language other than English in the home (Aud et al., 2012; Magruder, Hayslip, Espinosa, & Matera, 2013) . Because of increasing school populations of DLLs, many teachers will be responsible for instruction of children who speak a non-English language (Zehler et al., 2003) .  \nThe National Association for the Education of Young Children (NAEYC) and the Office of Head Start (OHS) have clearly articulated best practices for supporting the language and literacy development of young DLLs. These organizations emphasize that early childhood programs create environments and learning opportunities that respect diversity; support connections between children, their families, and their communities; and promote second language acquisition as well as the safeguarding of children’s cultural identities and home languages (NAEYC, 2009; OHS, 2008). These position statements clearly establish guidelines for asset-based, enriched program models, yet inadequate professional preparation for teachers and administrators in the development and implementation of effective programs remains (Buysse, Castro, West, & Skinner, 2005; Gandara, Maxwell-Jolly, & Driscoll, 2005; Zepeda, Castro, & Cronin, 2011). As the population of  \nDLLs continues to rise, the shifting of EC educator practices to align with asset-based environments and instructional models is of critical importance.  \nOur research study examines educator beliefs and practices in working with DLLs and factors that influence their beliefs and practices, including professional development (PD). Using exploratory sequential mixed methods, we argue that policy makers, administrators, and teacher educators consider looking beyond PD in shifting and improving practice. We offer a broader perspective on traditional PD by examining the beliefs and practices of 53 early childhood teachers and 45 instructional aides after a yearlong university PD in a state with large numbers of dual language learners enrolled in early childhood programs. Specifically, we sought to answer the following questions:(a) How do early childhood educators’ beliefs and practices related to the provision of a","cbCaifiLVhZUT1xZ","https://ap.wps.com/l/cbCaifiLVhZUT1xZ","pdf",937396,28,"English","# Beyond Professional Development: Factors Influencing Early Childhood Educators’ Beliefs and Practices Working With Dual Language Learners\n## Dual language learners and early childhood program context\n## Professional development and educator belief/practice shifts\n## The relationship between teacher beliefs and practices","[{\"question\":\"What is the document studying about early childhood educators?\",\"answer\":\"It studies how educators’ beliefs and classroom practices change when working with dual language learners, and which factors influence those beliefs and practices.\"},{\"question\":\"How did the study evaluate the role of professional development?\",\"answer\":\"It examined the influence of six professional development sessions focused on high-quality instruction for dual language learners, using mixed-methods evidence.\"},{\"question\":\"Besides professional development, what other influences affected educators’ practices?\",\"answer\":\"The findings indicate empathy, expectations, and external factors also influenced educators’ beliefs and practices.\"}]","Beyond Professional Development: Factors Influencing Early Childhood Educators’ Beliefs and Practices Working With Dual Language Learners | PDF",1792086171,71]