Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners

Abstract

Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice, to support young Spanish-and-English Dual Language Learners (DLLs) ages three to 8 years. A 12-question survey, observations, and a focus group interview were conducted to gather qualitative data on how teachers incorporated developmentally appropriate pláticas into their teaching to promote oral language skills in DLLs. Grounded theory analysis identified the following themes: significance of pláticas; using pláticas as a cultural tool for oral language development; integration of pláticas in the classroom; and assessing pláticas. The demographic of multilingual learners is dynamic around the country; therefore, the themes mentioned above nurture multilingual abilities and integrate culturally and linguistically responsive practices to promote effective practice in early childhood education for DLLs. Educators will learn how to best support DLLs’ diverse linguistic needs by building their cultural capital and funds of knowledge and value family’s cultural practices with pláticas to provide a culturally and linguistically responsible and sustaining learning environment.