The Importance of Teacher and Student Language Attitudes on Achievement in Bilingual-Bicultural Education.

Autor/inn/en	Arias, M. Beatriz; Gray, Tracy C.
Titel	The Importance of Teacher and Student Language Attitudes on Achievement in Bilingual-Bicultural Education.
Quelle	(1977), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Biculturalism; Bilingual Education; Ethnic Stereotypes; Language Attitudes; Language Research; Language Skills; Language Usage; Literature Reviews; Nonstandard Dialects; Second Language Learning; Second Languages; Standard Spoken Usage; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; National stereotype; Nationales Stereotyp; Sprachverhalten; Sprachforschung; Language skill; Sprachkompetenz; Sprachgebrauch; Zweitsprachenerwerb; Second language; Zweitsprache; Gesprochene Sprache; Umgangssprache; Schülerverhalten; Lehrerverhalten
Abstract	There has been growing interest in the effect on achievement of teacher and student attitudes toward language. This paper attempts to examine the relevant studies in this area in order to draw some conclusions for bilingual bicultural classroom settings. The reported attitude studies focus on research with standard and non-standard varieties of languages and show that evaluative reactions vary among individuals given certain speech samples. In addition, it is concluded that teachers tend to give stereotypical evaluations when confronted with certain cues (speech style, videotapes, drawings, and compositions). The research does not, however, conclusively substantiate the underlying assumption of the studies, i.e., that teachers' attitudes affect the performance of the child. The reported studies on student attitudes examine the effect of attitudes toward language and second language learning. It is evident from the research that student attitude clearly affects second language learning. The research also illustrates the controversy surrounding the question of age as a variable in language learning. Implications for bilingual-bicultural classroom settings are discussed. (Author/CLK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01