Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis

Abstract

Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in early childhood settings view children's linguistic and cultural diversity. Employing Q methodology, the study investigated subjective viewpoints among educators at the early childhood level in Australia. Three distinct viewpoints were identified, shedding light on the complexities of language and culture related issues, as well as some of the challenges for EC educators in responding to the diverse needs of children. The findings reinforce the need for tailored pre-service and in-service professional learning that supports the development of teacher identity as well as their theoretical and pedagogical knowledge of multilingual language development.