Unpacking the language teaching belief-practice alignment among preschool teachers serving children from low-SES backgrounds

Abstract

This multiple case study investigates early childhood language teaching belief-practices alignment using structured interviews and video recordings of classroom instruction from 12 preschool teachers serving children from low-income backgrounds in the U.S. By mapping researcher-observed instructional practices onto teacher-reported pedagogical beliefs, we identified three patterns of belief-practice misalignment (i.e., belief-knowledge misalignment; positive misalignment; and missed teaching opportunities). Results suggest that some preschool teachers implement language teaching strategies intuitively while lacking language teaching knowledge and pedagogies needed to optimize language environments in the classroom. Moreover, teacher-perceived language teaching challenges (e.g., behavior management) indicate potential moderators that may explain the belief-practice incongruence.