Research Findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low income and/or dual language learners (DLLs) experience in their classrooms and (b) examine whether differences exist in children’s language experiences based on children’s DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed 4 focal children in each of 72 early childhood classrooms: 1 monolingual English-speaking child (i.e., non-DLL), 1 Spanish-dominant DLL child, and 2 bilingual Spanish–English DLL children. Findings indicated that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency. Practice or Policy: Results suggest clear directions for professional development (PD). PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children’s language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports the use of small-group activity and peer strategies.

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish-speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed.

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.

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children’s development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents’ reading interest/ability, child’s reading interest, parents’ commitment to child’s success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.