Abstract
Statement of Problem The purpose of this project was to develop a workshop series about language and literacy in preschoolers. Many preschool teachers in California do not receive training in language and literacy development to support English learners. As a result, educationally ineffective services are being provided to children who are considered “at-risk”. It is crucial for California’s early childhood educators to be knowledgeable about how to provide language and literacy practices that support their students’ development. Sources of Data The literature reviewed for this project included five areas of focus: (a) theoretical framework, (b) literacy development in preschool children, (c) supporting early language and literacy in English Learner preschoolers, (d) preschool teachers’ education and training, and (e) training teachers to support early language and literacy. Conclusions Reached The preschool teachers expressed a willingness and interest in learning the intentional teaching strategies presented. The workshops provided a forum where the teachers could support one another with ideas, experiences, and solutions for problems they encountered. More time for practice and review needs to be permitted. This could be accomplished during additional staff development trainings, as well as through coaching and mentoring at their sites.