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Literature Review on Training Early Childhood Teachers in Dual Language Classrooms

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Title: Literature Review on Training Early Childhood Teachers in Dual Language Classrooms
Language: English
Authors: Yue Zhang, Amherst H. Wilder Foundation, Wilder Research
Source: Wilder Research. 2024.
Availability: Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research
Peer Reviewed: N
Page Count: 10
Publication Date: 2024
Document Type: Information Analyses
Education Level: Early Childhood Education
Descriptors: Literature Reviews, Early Childhood Education, Bilingual Education, Bilingual Education Programs, Bilingual Students, English Learners, Multicultural Education, Multilingualism, Second Language Learning, Teacher Education, Teacher Education Programs, Teacher Student Relationship, Pedagogical Content Knowledge
Abstract: 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 outcomes and improve teaching practices, particularly when reinforced by ongoing professional learning and continuous coaching. 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 investigations and areas 1-5 are explored. This literature review summarizes findings from 43 articles.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED677606
Database: ERIC
FullText Text:
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  Data: Literature Review on Training Early Childhood Teachers in Dual Language Classrooms
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  Data: Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education+Programs%22">Bilingual Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink>
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  Data: 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 outcomes and improve teaching practices, particularly when reinforced by ongoing professional learning and continuous coaching. 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 investigations and areas 1-5 are explored. This literature review summarizes findings from 43 articles.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Bilingual Education Programs
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
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      – TitleFull: Literature Review on Training Early Childhood Teachers in Dual Language Classrooms
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            NameFull: Yue Zhang
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              M: 09
              Type: published
              Y: 2024
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            – TitleFull: Wilder Research
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