Teacher expertise in early childhood instruction

Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners

Bibliographic Data

ID21722260
AuthorsHeather Dunham (0000-0001-6615-5214, Clemson University, corresponding author), Erica Holyoke (0000-0002-7974-4939, Responsive Literacy Education, University of Colorado Denver, USA), Katie M Crook (0009-0008-4589-7778, Clemson University), Katie Crook (Clemson University)
Year2024
Volume24
Issue3
Pages633-662
Publication date2024-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Literacy (JOURNAL)
Journal identifiersISSN: 1468-7984 • E-ISSN: 1741-2919
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14687984241276303
OpenAlexW4401589778
LanguageEN
Citations received4
References cited44

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching

Early childhood education · Mathematics education · Multilingualism · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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