







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 2, No. 3, 2021 
www.scholink.org/ojs/index.php/elsr 

Original Paper 

Challenges Head Start Teachers Face with Dual Language 

Learners 
Jolene Andriaschko1, Sunddip Panesar-Aguilar2*, Rebecca R. Curtis1, Chris Cale3, & Michelle 

McCraney1 
1 Riley College of Education, Walden University, Minneapolis, USA 
2 College of Health Sciences, University of St. Augustine, USA 
3 College of Education, Northcentral University, USA 
* Sunddip Panesar-Aguilar, College of Health Sciences, University of St. Augustine, USA 

 

Received: May 7, 2021         Accepted: May 23, 2021        Online Published: June 8, 2021 

doi:10.22158/elsr.v2n3p1            URL: http://dx.doi.org/10.22158/elsr.v2n3p1 

 

Abstract 

In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start programs are 

dual language learners. Although the number of dual language learners is increasing in the United 

States, there is a gap in educational practice about challenges Head Start teachers and education 

coordinators face in working with this population. An exploration of Head Start teachers’ and education 

coordinators’ perspectives regarding the support teachers need to meet the challenges working with dual 

language learners is presented. This study was grounded in Jim Cummins’s language acquisition 

framework, which suggests that dual language learners’ benefit from instruction in their native language 

and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 

8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Using semi- 

structured interviews, results revealed that Head Start teachers realized they need additional support to 

meet the challenges of working with dual language learners. Three themes emerged from the data: (a) 

participants had a positive outlook on using native language both in the classroom and at home, (b) 

perspectives on support needed to meet the challenges of working with dual language learners varied 

from teacher to teacher and from teachers to education coordinators, and (c) participants had a positive 

outlook on teaching dual language learners while recognizing the need for support in working with these 

learners.  

Keywords 

dual language learners, language instruction, head start, preschool instruction, early childhood 

education, and preschool 

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1. Introduction 

Dual language learners are increasingly prevalent in the United States (U.S.) and around the globe as 

societies have become more diverse (Strobbe et al., 2017). In the Midwest state, where the study took 

place, 15% of the population between the ages of 0 to 5 are dual language learners (Park et al., 2017). 

Preschool attendance for multilingual students has been shown to enhance student success in elementary 

school (Ansari et al., 2017). In the U.S., the population of dual language learners is rising, both overall 

and for young children, the latter of whom account for an increasing number of enrolments in Head Start 

programs. As of 2017, 28% of all children enrolled in Head Start were dual language learners (National 

Head Start Association, 2020). The current high enrolment of dual language learners in early childhood 

programs is noteworthy (Lewis et al., 2016). A 2017 report from the United States Department of 

Education showed an increase in dual language learners in Head Start (Choi et al., 2018). Olivia-Olson et 

al. (2017) determined that dual language learners make up 30% of the population and are distributed 

across 87% of all Head Start classrooms. According to the Office of Head Start (2017), there are over 140 

different languages spoken in Head Start Classrooms.  

Due to the increase of dual language learners, teachers may require additional support to meet the needs 

of the dual language learners in their classrooms (Choi et al., 2018). Olivia-Olson et al. (2017) suggested 

that preservice training is an important part of teachers being prepared to meet the educational needs of 

dual language learners. However, Chapman de Sousa (2017) found a need for continued ongoing 

professional development about dual language learners. Green (2019) highlighted the need for teachers 

to receive professional development regarding dual language learners, and their culture to understand 

how to teach them better. Furthermore, as Harrison and Lakin (2018) noted analyzing teachers’ beliefs 

about instructing dual language learners is important in improving teacher preparedness and efficacy. 

The problem is that many teachers are not prepared to meet the challenges of working with dual language 

learners (Spies et al., 2017). There are many challenges for early childhood teachers in the U.S. at the 

current moment especially with early childhood teachers lacking an understanding of how a second 

language is acquired (Harrison & Lakin, 2018), or of different cultures and languages (Green, 2019). An 

additional challenge for early childhood teachers in the U.S. is navigating mandates for increased 

accountability regarding school readiness (Piker & Kimmel, 2018). 

The focus of this study was on Head Start teachers in a Midwestern state where 164,000 of the 1,064,000 

enrolled children are dual language learners (Park et al., 2017). According to Park et al. (2017), the total 

population of dual language learners in this Midwestern state grew from 147,600 to 164,000 from 2000 

to 2017. At the Head Start Program where this study took place over 1,000 students enrolled in the 

program. Various languages are spoken at the Head Start program including: Spanish, African languages, 

European Slavic languages, East Asian languages, Middle Eastern languages, South Asian languages, 

and English. 

In their study of 72 early childhood classrooms in the U.S., Sawyer et al. (2018) concluded that teachers 

required additional support with dual language learners in their classrooms. In a previous study by 
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Sawyer and others, preschool teachers, including those who spoke both English and Spanish, used few 

responsive practices to support dual language learners and needed additional education on second 

language acquisition (Sawyer et al., 2017). According to Spies et al. (2017), with the continuing rise in 

the number of dual language learners enrolled in U.S. early childhood programs, it is imperative that 

instructional practices shift to meet the needs of these young learners. 

Although researchers in the past have focused on parents’ perspectives about dual language learning 

(Sawyer et al., 2016; Walsh et al., 2016) and bilingual education (Miller, 2017; Pontier & Gort, 2016), 

few researchers have examined teacher preparedness, or the support teachers need to meet the challenges 

of working with dual language learners. Although Rizzuto (2017) found that teachers welcomed dual 

language learners, she also recommended further research on how early childhood teachers perceive their 

instruction skills with dual language learners. Piker and Kimmel (2018) ascertained there is an 

achievement gap evident between English language learners and their monolingual English-speaking 

classmates in kindergarten. Beliefs about the role of dual language learners in the school environment 

continue to reflect dominant negative thinking patterns among beginning teachers (Garrity et al., 2016). 

This is problematic because, as Green (2019) stated, teachers need to be leaders to change the 

communication designs of the modern world in which their students live. Due to the increase of dual 

language learners in Head Start, there was a need for increased understanding of Head Start teachers’ and 

education coordinators’ perspectives regarding the support teachers need to meet the challenges of 

working with dual language learners (Olivia-Olson et al., 2017; Sawyer et al., 2017). 

Head Start is an early childhood preschool program that is federally funded in the United States for 

low-income families (Morris et al., 2018). Head Start was developed in the mid-1960s as part of the 

Johnson administration’s War on Poverty focusing on serving preschool age children (Morris et al., 

2018). Of the enrollment of children in Head Start 30% are dual language learners, of those 80% are 

Spanish speaking (Lewis el al., 2016). More than 86% of the Head Start programs in the United States 

serve dual language learners (Jacoby & Lesaux, 2019).  

The following research questions guided this basic qualitative study: 

RQ1: What are Head Start teachers’ perspectives regarding the support teachers need to meet the 

challenges working with dual language learners?  

RQ2: What are Head Start education coordinators’ perspectives regarding the support teachers need to 

meet the challenges working with dual language learners? 

 

2. Method 

2.1 Purpose 

The purpose of this basic qualitative study was to explore Head Start teachers’ and education 

coordinators’ perspectives regarding the support teachers need to meet the challenges of working with 

dual language learners. The high number of languages spoken in Head Start classrooms, according to the 

Office of Head Start (2017), 140 different languages are spoken throughout the program, reinforces the 
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value of this study. Furthermore, as Harrison and Lakin (2018) noted, analyzing teachers’ beliefs about 

instructing dual language learners is important in improving teacher preparedness and efficacy. There is a 

need for increased understanding of Head Start teachers’ and education coordinators’ perspectives 

regarding the support teachers need to meet the challenges of working with dual language learners 

(Olivia-Olson et al., 2017; Sawyer et al., 2017). Beliefs about the role of dual language learners in the 

school environment continue to reflect dominant negative thinking patterns among beginning teachers 

(Garrity et al., 2016). This is problematic because, as Green (2019) stated, teachers need to be leaders to 

change the communication designs of the modern world in which their students live. This basic 

qualitative study attempted to fill the gap in practice by exploring Head Start teachers’ and education 

coordinators’ perspectives regarding the support teachers need to meet the challenges of working with 

dual language learners in a Midwestern state. 

2.1.1 Participant Selection 

The participants in this study were eight Head Start teachers, one Head Start education coordinator, and 

one site manager. Eight Head Start teachers agreed to be interviewed for this study. Their teaching 

experience ranged from two to 30 years. Three teachers had two years of experience, one teacher had 

five years of experience, two teachers had 10 years of experience, one teacher had 17 years of 

experience, and one teacher had 30 years of experience. At the time of this study, there were three to 24 

dual language learners in the Head Start classrooms of the Head Start teachers who agreed to be 

interviewed in this study. There were six individual classrooms with the following number of students 

in each respective classroom: three, four, six, seven, eight, and 10. Two classrooms had 24 children 

who were dual language learners. The inclusion criteria for Head Start teachers was that they have at 

least one year of experience teaching and at least one student who was a dual language learner in their 

classroom. The Head Start teachers who participated in this study had degrees ranging from associate 

degrees in early childhood education to Master of Education degrees. One participating teacher had an 

associate degree, six had bachelor’s degrees, and one had a master’s degree in education. 

The Head Start education coordinator sample for this study consisted of one education coordinator and 

one site manager who had been in their roles nine to 16 years. The education coordinator had nine years 

of experience in this position while the site manager had 16 years of experience. The education 

coordinator supported 50 teachers while the site manager supported 22 teachers. Both participants had 

Master of Education degrees. The inclusion criteria for the Head Start education coordinators was that 

they have at least two years in their position and currently support at least two classrooms with dual 

language learners. Table 1 illustrates a summary of the participant demographics. 

 

 

 

 

 
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Table 1. Participant Demographics 
Participant code Gender Years in position Degree level 

T1 Female 10 Master’s 
T2 Female 2 Bachelor’s 
T3 Female 2 Associate’s 
T4 Female 2 Bachelor’s 
T5 Female 5 Master’s 
T6 Female 17 Bachelor’s 
T7 Female 10 Bachelor’s 
T8 Female 30 Bachelor’s 

EC1 Female 9 Master’s 
EC2 Female 16 Master’s 

Note. Items are derived from the demographics gathered during the interviews. 

 

2.1.2 Data Collection 

The participants for this study were those currently employed at a Head Start program in a Midwest 

state. When collecting the data, an interview protocol was used for interviewing the Head Start teachers 

and Head Start education coordinators. All participants were interviewed in person. The participants 

were interviewed individually and only once. Interviews were open-ended and semistructured. When 

meeting with the participants in person, the consent form was gone over with them and was signed by 

them. Any additional questions were answered, and they were told that they could stop participating at 

any time and for any reason. In addition, an additional copy of the consent form was offered to them to 

keep for their own records. 

Although the plan was to have the interviews take from 45 to 60 minutes, the interviews only lasted 

from 20 to 35 minutes each, including the time spent reviewing the consent form. Each interview was 

recorded on a Sony digital voice recorder. It was explained to each participant that the interview would 

be recorded at the time consent was reviewed and obtained from them. Each participant was told that 

they could withdraw from the study at any time and for any reason. Finally, it was explained that 

participant names, consent forms, and digital voice recordings would be stored in a file separate from 

the list of pseudonyms and that only the lead researcher would have access to these items. 

After the interviews were completed, each participant was provided with a transcript of the interview 

for verification of accuracy. Participants were able to check for accuracy to ensure that any of their 

thoughts they had not been misinterpreted during the interviews and provide any additional 

clarifications. Each participant was asked to reply via email to the accuracy of the transcripts, and only 

one participant felt their answers were not accurately interrupted. This transcript was adjusted 

according to their response.  

 

 

 

 

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3. Results 

After each of the semistructured interviews were conducted with the participants, the digital recording 

of the Sony digital voice recorder was reviewed and analyzed. The interviews were transcribed into a 

Microsoft Word document and then emailed to each participant to verify the accuracy. All participants 

were assigned a pseudonym in which they are known in the study. The Head Start teachers were 

assigned the letter T with a number after it such as T1. All the Head Start education coordinators were 

assigned the letters EC with a number after it such as EC1. Numbers were assigned in the order 

interviewed for both the teachers and education coordinators. 

The data from the open-ended semistructured interviews were used to answer the research questions. 

After checking for the accuracy of the transcriptions, themes began to emerge using in vivo coding. The 

data that was collected through the semistructured interviews was analyzed using in vivo coding in the 

first round of coding. Once all transcripts were read, in vivo coding assisted in looking for words and 

phrases that were similar such as: nouns that had impact, verbs with action, expressive language, 

metaphors, astute phrases, and similes. The themes and categories were listed in an outline format. In 

between each round of coding, a break was scheduled to minimize any biases that might occur and 

allowing fresh eyes to review the data. 

Three themes emerged from the data. The first theme was that the participants all had a positive outlook 

on using native language both in the classroom and being used at home. A second theme that emerged 

was the perspective on support needed to meet the challenges of working with dual language learners 

varied from teacher to teacher and from teachers to education coordinators. Finally, the third theme was 

the positive outlook that participants had about teaching dual language learners, while recognizing the 

need for support in meeting the challenges of working with dual language learners. 

Theme 1: Positive Perspective on Using Native Language  

Interview data from both Head Start teacher and Head Start education coordinators showed a positive 

perspective on using native language in the classroom as well as in the home. When asked, “What is 

your perspective on using children’s native language in the classroom” T1 said, “Oh, it’s key it is 

important it is useful it helps me to learn more about them.” T4 linked importance to a child’s sense of 

identity sharing that, “I think it’s important for the child’s identity. I think it’s important for all kids to 

become diverse in every aspect, language, culture they need to learn about other cultures. I think it’s 

culturally important for them to learn other languages as well, internationally.” 

T3 discussed the importance connecting it to a child’s feelings of value, “I think that it is very 

important, not only for the children to feel valued and be able to express themselves but for the 

educators as well. America is this huge diverse place; I enjoy hearing different languages and getting to 

know my kids and their families and their culture. So, I think that it is very important continue to use 

their language and culture in the school.” 

EC2 and T6 discussed talking to parents about how children need to keep their native language as well, 

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EC2 said, “I think it is very, very important. So, we need that support of the family because a lot of 

families want the child to learn English and forget about the home language. We need to educate the 

families that we want the child to learn the English, but we also want them to keep their home language. 

I don’t think families understand how wonderful it is for their child to be a dual language learner.” T6 

said, “I feel that it is awesome we have kids that speak more than one language and I keep telling the 

parents don’t stop speaking that home language at home. Because they learn like a sponge and they 

could learn more than four languages if they could. Some parents come to me and say maybe we 

should just speak English and I encourage them to speak their home language.”  

When asked, “What is your perspective on children speaking their native language at home,” the 

responses were equally positive and unanimous from both Head Start teachers and Head Start 

education coordinators: 

EC 1 said, “I think they should, absolutely because if you don’t speak it at home you won’t learn it and 

you will lose it, you will lose it.” T5 and T3 shared that the importance of being able to communicate 

with family members. T5 said, “I think that is important for them to speak their native language at 

home. Especially if they don’t have an opportunity to do it anywhere else. So, they need to keep that, 

because it’s important for their culture to communicate with their other family that doesn’t speak 

English. So, it’s definitely important.” T3 said, “I think that is important too, I know in the training we 

had they said that children who are learning a second language are more intelligent because they are 

hearing two different things. Some of them go to their homelands, and they don’t speak English there, 

so it is good for the kids to communicate with their other family members in that way too.” 

T1 discussed the importance of children speaking their native language in connection to culture. “They 

have to keep doing it, they have to, I wouldn’t say once they learn English that’s it. Keeping the culture 

that’s you know the parents are their first teachers, so they have to know where they come from. They 

have to know everything they can about their culture. You know so they can’t become so Americanized 

that they do it anymore, so they don’t have those values. Because they have some strong values those 

families. They do some things I think wow this would have been great coming up with these values, I 

would have loved to have taught my own child these values. I think it is important.” 

Theme 2: Prospective on Support Needed Varies  

Interview data from all Head Start teachers showed that they have a varying perspective of what 

support they need to be successful when teaching dual language learners. All participants interviewed 

realized that support was needed; however, their perspectives of what support is needed to successfully 

teach dual language learners were different. When asked, “What support do you feel you need to be 

successful teaching dual language learners?” These were their responses: 

T3 said, “different reading materials, we try to put some of their words around the room. It would be so 

much easier if we had extra support.” T1 believed that parent support and translation is a needed 

support. “Parent support is key, because we have to know what is going on with the kids and then we 

need the support of the translation, to make sure that the parents understand what we are trying to do.” 
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T4 and T7 echoed the belief that a translator is needed to be successful. T4 said, “having a translator in 

the room. Learning some other language, a little bit, for example I don’t speak Spanish. Learning some 

words to help with the care of that child.” T7 said, a translator, “if we could come up with a system on 

the computer or an iPad or something.” While T8 shared that more trainings on culture is a needed 

support. “I would like to attend more trainings to learn more about other cultures.” 

When Head Start education coordinators were asked the same question of, “What support do you feel 

you need to be successful teaching dual language learners,” their responses were similar in some 

aspects of Head Start teachers needing translators or training in culture. However, both Head Start 

education coordinators pointed out the need for teachers to have additional curriculum training: 

EC2 said, “more translators, translators that are in the culture and understand what we are trying to get 

across and an understanding of the curriculum. I think that teacher’s need support in implementing the 

curriculum. The curriculum itself supports dual language learners; so, if teachers are supported and 

coached in it, they in turn can support dual language learner students. EC1 said, additionally, teacher’s 

need cultural sensitivity and awareness training throughout their career.” 

Theme 3: Positive Outlook with a Need for Support 

Interview data also showed a positive outlook from Head Start teachers and Head Start education 

coordinators on what else they wanted me to know as a researcher about dual language learners. 

However, participants expressed the need for extra support with dual language learners. When asked 

the question, “Please share anything else you want me to know,” the following responses were 

provided: 

T8 said, “it’s a good opportunity for the kids to be around other kids who speak a second language.” 

T5 said, “I enjoy dual language learners; I appreciate how fast they can learn two languages when they 

are young. I think that it is important for their brain development to learn the languages, both of them, 

even if they are mixing the two up together, they are communicating and communicating is important.” 

T7 said, “we welcome them (dual language learners) into our classroom. The only problem I have is 

that we need more support in the program.” EC2 said, “different cultures and different children we are 

all basically the same we just speak different languages.” T6 said, “I love it. I wish I could learn other 

languages.” T3 said, “we just need more support. Especially when it is me and another teacher and 

neither of us speak another language. What we are doing at school I want to make sure they are doing 

at home too and it’s had when there is that language barrier.” 

These themes connected to the research questions address in this basic qualitative study.  

 

4. Discussion 

4.1 Research Discussion  

The purpose of this basic qualitative study was to explore Head Start teachers’ and education 

coordinators’ perspectives regarding the support teachers need to meet the challenges of working with 

dual language learners. Analysis of study data indicated that the participants realized the need for 
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support to meet the challenges of working with dual language learners. However, the types of support 

participants said were needed varied from teacher to teacher and from teachers to education 

coordinators. Participants had perspectives as to what support they needed. It was discovered that all 

participants had a positive perspective on using a student’s native language in the classroom. 

Additionally, participants also endorsed students continuing to speak their native language at home as 

well. 

4.1.1 Limitations 

Limitations that arose from the execution of this qualitative research study were centered on 

transferability. The study’s population was limited to eight Head Start teachers, a Head Start education 

coordinator, and a Head Start site manager at one Head Start program in a Midwestern state. In addition, 

all the participants in the research study were female; it would be interesting to have had a male 

perspective on the challenges of teaching dual language learners. Increasing transferability would 

require future studies on Head Start teachers’ and education coordinators’ perspectives regarding the 

support teachers need to meet the challenges of working with dual language learners at other Head Start 

programs within the Midwest state. Including participants from early childhood programs that are not 

Head Start, such as private tuition-based preschools, public school preschools, and state-funded 

preschool programs, might also increase transferability. 

4.1.2 Implications for Future Research and Conclusion 

Results from this study showed that the participating Head Start teachers, education coordinator, and 

site manager realized the need for additional support and training on teaching dual language learners. 

Participants had a positive perspective on using native language in the classroom. However, Head Start 

teachers’, education coordinator’s, and site manager’s perspectives varied on the type of support that 

was needed to meet the challenges of working with dual language learners. Based on these results, it is 

recommended that future research be conducted into what support is most successful for Head Start 

teachers, as well as what support increases child outcomes for dual language learners. Another 

recommendation is to increase the sample size and pursuing perspectives of Head Start teachers and 

education coordinators from other Head Start programs in this Midwest state. The final 

recommendation would be to explore teachers’ and education coordinators’ perspectives regarding the 

support teachers need to meet the challenges of working with dual language learners within early 

childhood programs that are not Head Start. 

Implications for positive social change, as related to this study, could be improved professional 

development for teachers about dual language learners; therefore, benefitting the young dual language 

learners in their classrooms by improving child outcomes. All participants agreed that Head Start 

teachers needed additional support to meet the challenges of working with dual language learners; 

however, the participants had a few contrasting perspectives on what was the best support Head Start 

teachers needed to meet the challenges of working with dual language learners. Additional training and 

professional development for Head Start teachers regarding dual language learners would be warranted 
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to teach the Head Start teachers more about how to work with dual language learners. The topic of 

training and professional development should not only include dual language learners in general, but 

how to communicate with the children when the teacher does not speak their language along with 

training for teachers who do speak the languages of the children. Since Head Start children speak so 

many different languages from many diverse countries, cultural sensitivity training should be part of 

the professional development for all staff. Some Head Start teachers felt that more translators were 

needed in the classroom, while others felt a need to understand the culture of the dual language learners 

in their classroom. Head Start education coordinators also felt the need for more translators, cultural 

sensitivity training, and additional training in the curriculum of the program. Whatever the perspective 

of each participant, it is was clear that Head Start teachers need additional support to meet the 

challenges of working with dual language learners in their classrooms. 

4.1.3 Conclusion 

Results of this basic qualitative research study indicated that Head Start teachers’, education 

coordinator’s, and site manager’s perspectives regarding the support teachers need to meet the 

challenges working with dual language learners was varied. Some Head Start teachers felt that more 

translators were needed in the classroom, while others felt a need to understand the culture of the dual 

language learners in their classroom. Head Start education coordinators also felt the need for more 

translators, cultural sensitivity training and additional training in the curriculum of the program. 

Whatever the perspective of each participant, it is obvious that Head Start teachers need additional 

support to meet the challenges of working with dual language learners in their classrooms. 

 

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	Original Paper
	Challenges Head Start Teachers Face with Dual Language Learners
	Jolene Andriaschko1, Sunddip Panesar-Aguilar2*, Rebecca R. Curtis1, Chris Cale3, & Michelle McCraney1
	1 Riley College of Education, Walden University, Minneapolis, USA
	Abstract
	Keywords

