How do the perceptions of early childhood teachers towards their early childhood English Language Learners (ELLS) govern their pedagogical practices with the early childhood ELLS in their classrooms?

The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) govern their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, ranging from grades pre-K to third grades, in one suburban school with a culturally and linguistically diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar's (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. The same sample of participants (N = 10) was used for both sources of data collection. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition. Implications for in-service teacher professional development in order to cultivate understandings of the theories of second language acquisition and culturally responsive pedagogy are discussed.