Teachers' beliefs, reported practices, and observed practices in head start classrooms with dual language learners

This study investigates the relation between Head Start teachers' beliefs and reported practices about language and literacy development and their observed practices in classrooms with dual language learners. Twenty-two teachers were interviewed about their beliefs and later observed in the classroom using the LISn, ELLCO, and ELLCO Addendum, measures of language and literacy exposure in the preschool classroom. Results indicate that teachers support bilingualism and believe that play and social interactions between teachers and children are importance for fostering children's language learning, but their classroom practices did not consistently reflect these beliefs. Teacher training that stresses actual teaching behavior and provides opportunities for reflection should help teachers develop and execute strategies (e.g., effective book reading and extended conversations) to foster language development in linguistically diverse classrooms