ABSTRACT This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy banning bilingual education. Results indicate that while participants exhibited overall favorable views of bilingualism, responses to several questions related to dual language development and bilingual education were more variable and reflect shifting ideologies regarding bilingualism. Participants who spoke more than one language, were born outside of the United States, and reported an ethnicity other than white, demonstrated more favorable views of bilingual education. Education and major, which have been identified as predictors of favorable beliefs about bilingualism in K-12 settings, were not related to the beliefs of Head Start educators in our sample. The exploration of beliefs about bilingualism and bilingual education is particularly timely given recent research and policy recommendations regarding the long term benefits of bilingualism and the Head Start performance standard requirement that teachers support the development of children’s home language and engage in teaching practices that support both bilingualism and biliteracy.

中文翻译：

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启蒙教育者对双语、双语发展和双语教育的信念

摘要 本研究采用调查方法来检验启蒙教育者对双语、双语发展和双语教育的信念，并探讨人口统计学变量与信念之间的关系。参与者来自加利福尼亚的两个大城市，该州直到最近才实施禁止双语教育的限制性语言政策。结果表明，虽然参与者总体上对双语表现出良好的看法，但对与双语发展和双语教育相关的几个问题的回答更加多变，反映了关于双语的意识形态转变。会说一种以上语言、出生在美国境外、报告的种族不是白人的参与者对双语教育表现出更积极的看法。教育和专业，已被确定为 K-12 环境中关于双语的有利信念的预测因素，与我们样本中的启蒙教育者的信念无关。鉴于最近关于双语长期利益的研究和政策建议以及教师支持儿童母语发展和参与支持双语的教学实践的启蒙绩效标准要求，探索关于双语和双语教育的信念是特别及时的和双语。