Literature Review on Training Early Childhood Teachers in Dual Language Classrooms - A Literature Review

Oct 15, 2026

Uploaded by Bintang

Literature review examining how early childhood education (ECE) teacher preparation can strengthen child outcomes and improve teaching practices in dual language classrooms. Synthesizes findings from 43 articles and highlights six training focus areas, including language development, the language-culture relationship, effective instruction for dual language learners (DLLs), meaningful assessments, family collaboration, and professionalism. Discusses evidence-based coaching and training models such as My Teaching Partner and CLASS Group Coaching, emphasizing translanguaging, culturally and linguistically responsive approaches, and linguistically adapted early literacy supports.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Key training focus areas for ECE teachers

Language development

Relationship between language and culture

Promising training models and coaching

Literature Review on Training Early Childhood Teachers in Dual Language Classrooms Psychological research suggests that integrating teacher-child interactions, quality instruction, and evidence-based curricula and assessments into teacher preparation and professional development is likely to enhance child outcomesand improve teaching practices, particularly when reinforced by ongoing professional learning and continuous coaching (Coalition for Psychology in Schools and Education. 2019). In the context of multilingual early childhood education (ECE), Zepeda et al. (2011) identified six key areas that ECE teacher training should address: 1. Language development; 2. The relationship between language and culture; 3. The skills and abilities to effectively teach Dual Language Learners (DLLs); 4. The use assessments meaningfully for Dual Language Learners (DLLs); 5. How to work with families; and 6. Cultivating a sense of professionalism. Several studies have supported and reinforced these aspects through both empirical and theoretical investigationsand areas 1-5 are explored further below. This literature review summarizes findings from 43 articles. Based on recommendations from national policy organizations such as Child Trends, National Association for the Education of Young Children (NAEYC), and Office of Planning, Research and Evaluation of the Administration for Children and Families (OPRE), promising training models for ECE teachers include My Teaching Partner, Making the Most of Classroom Interactions (or CLASS Group Coaching), Early Ed U, Head Start REDI, and Every Child Ready (Connors-Tadros & Daily, 2018). These models provide frameworks for improving teacher practices and child outcomes by focusing on effective interactions, instructional support, and the integration of evidence-based strategies in early childhood education. Key areas of focus in ECE teacher preparation 1. Language development ECE teachers should have a thorough understanding of language development, particularly for dual language learners (DLLs). Understanding language development is essential for implementing effective instructional strategies that support both native and English language acquisition (Restrepo & Towle-Harmon, 2008). For example, explicit vocabulary instruction within thematic units can help bridge language learning gaps (Restrepo & Towle-Harmon, 2008). In multilingual ECE classrooms, teachers should adapt their translanguaging practices (i.e. leveraging students' entire linguistic repertoire and switching between languages in teaching) to the specific language context and the linguistic behaviors ofthe children, ensuring that their language choices are both responsive to and supportive of the children's learning (Machado, 2017; Flynn et al., 2019; Wagner, 2021). For instance, during a show-and-tell activity, teachers can maintain and model the use of Spanish while also integrating English, or vice versa, thereby valuing children’s authentic language practices and enhancing their understanding of language functions across different contexts (Sembiante et al., 2022) . 2. The relationship between language and culture Understanding the relationship between language and culture is crucial in multilingual early childhood education (Brillante & Nemeth, 2017; Edyburn et al., 2019) . Guided by the Culturally and Linguistically Responsive (CLR) approach, ECE teacher training should focus on cultivating an inclusive teaching vision that embraces dual language learners and fosters broader, more affirming beliefs about these students (Villegas et al., 2018) . To teach dual language learners effectively, teachers need expertise in the subject being taught, but also an understanding of how language functions within that subject or skill development area (Villegas et al., 2018). This includes learning about children's home languages and understanding how home languages are integral to their identity and engagement with th

FAQs

What training areas should ECE programs address for dual language learners?

The review identifies six areas: language development; the relationship between language and culture; teaching DLLs effectively; using assessments meaningfully for DLLs; working with families; and cultivating professionalism.

How does translanguaging fit into dual language classroom instruction?

Teachers adapt translanguaging practices to the children’s language context, modeling and supporting movement between languages while remaining responsive to learners’ behaviors and needs.

Which teacher training and coaching models are highlighted as promising?

The review points to models such as My Teaching Partner, CLASS Group Coaching (Making the Most of Classroom Interactions), Early Ed U, Head Start REDI, and Every Child Ready, focusing on effective interactions and instructional support grounded in evidence.

Oct 15, 2026

Uploaded by Bintang