LITTLE VOICES, BIG LANGUAGE: EXPLORING HOW PRE-K EDUCATORS ADAPT INSTRUCTION FOR MULTILINGUAL LEARNERS THROUGH A HYBRID PROFESSIONAL DEVELOPMENT EXPERIENCE

Abstract

In Maryland, multilingual learners in kindergarten statistically perform below their native English-speaking peers (Hopkins, 2024). Local, state, and national data show that multilingual learners in kindergarten are underperforming on early childhood readiness assessments. This gap reveals the problem of practice: current prekindergarten language and literacy practices are not equitably preparing young multilingual learners for kindergarten. Using improvement science through PDSA (Plan, Do, Study, Act) cycles, this study explores how a hybrid professional development course can support equitable language and literacy practices for multilingual learners in prekindergarten classrooms. The professional development focuses on building knowledge of second language acquisition and strategies for working with young multilingual learners. Utilizing a qualitative case-study lens, including empathy interviews, reflections, and classroom observations, I will address the following research questions: 1) How do prekindergarten educators who work with young multilingual learners describe how hybrid professional development impacts their instructional practice? 2) How do prekindergarten educators modify lessons for their multilingual learners based on the hybrid professional development cycle?