Using a multiple methods approach, this study investigated (1) Head Start teachers’ beliefs and practices regarding dual language learning and education for dual language learners (DLLs), and (2) the received supports, challenges, and needs teachers have when educating DLLs. Open-ended semi-structured interviews were conducted with eight Midwestern, English monolingual, Head Start lead teachers who had DLLs in their classrooms. The data were analyzed using structured thematic content analysis. The credibility and understanding of the findings from the interviews were enhanced by additional data sources including a survey of teacher beliefs on dual language learning and education, an observation of classroom materials for teaching DLLs, and quantitative data on teachers’ language use in the classroom. Findings showed that a majority of teachers reported using instructional strategies specific to DLLs, but they felt unsure about their preparation. When there was support, the teachers tended to report a sense of comfort in educating DLLs. Teachers had pro-bilingual beliefs, but their beliefs vary on the use of differentiated or universal teaching practices. Furthermore, teachers viewed supporting the home language of DLLs as important, but several also felt that some parents’ preferences contradicted their beliefs on the importance of fostering the home language(s). Teachers reported receiving some support from their administration and parents to help educate DLLs, and also identified multiple challenges in working with DLLs and their families (e.g., difficulties in communication). They expressed needing more support and personnel who can assist them in communicating with a wide variety of DLLs and their parents beyond those who use Spanish. Implications for practice are discussed.

本研究使用多种方法，调查了（1）初学者对于双语言学习者（DLL）的双语学习和教育的信念和实践，以及（2）教师在教育DLL时获得的支持，挑战和需求。开放式半结构化访谈是对八名中西部英语单语，Head Start主任老师进行的，这些老师的教室里有DLL。使用结构化主题内容分析对数据进行了分析。额外的数据来源增强了对访谈结果的可信度和理解，包括对教师对双语学习和教育的信念的调查，对用于DLL的课堂教学材料的观察以及有关教师在课堂上使用语言的定量数据。调查结果显示，大多数教师报告使用的是DLL专用的教学策略，但他们不确定自己的准备情况。如果有支持，教师们倾向于在对DLL进行教育时表现出一种自在感。教师具有双语能力的信念，但是他们的信念因使用差异化或通用的教学实践而异。此外，教师认为支持DLL的母语非常重要，但有些教师还认为，某些父母的偏爱与他们对培养母语的重要性的信念相矛盾。老师们报告说他们从他们的管理部门和父母那里得到了一些支持，以帮助他们对DLL进行教育，并且还发现了在与DLL及其家人合作方面的多重挑战（例如，沟通困难）。他们表示需要更多的支持和人员，他们可以协助他们与使用西班牙语的人以外的各种DLL及其父母进行通讯。讨论了对实践的影响。