Beliefs about Bilingualism, Bilingual Education, and Dual Language Development of Early Childhood Preservice Teachers Raised in a Prop 227 Environment

Autor/inn/en	Garrity, Sarah; Aquino-Sterling, Cristian R.; Van Liew, Charles; Day, Ashley
Titel	Beliefs about Bilingualism, Bilingual Education, and Dual Language Development of Early Childhood Preservice Teachers Raised in a Prop 227 Environment
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1148113
Schlagwörter	Bilingualism; Bilingual Education; College Students; Student Attitudes; Public Schools; High Schools; State Legislation; Educational Practices; Language of Instruction; Preservice Teachers; Educational Policy; Language Usage; English Only Movement; Language Role; Native Language; Hispanic American Students; Teaching Methods; Elementary Secondary Education; Language Attitudes; Student Surveys; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Collegestudent; Schülerverhalten; Public school; Öffentliche Schule; High school; Oberschule; Landesrecht; Bildungspraxis; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachgebrauch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Schülerbefragung; Statistische Analyse; Kalifornien
Abstract	Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction. This belief was codified into law in California via the 1998 passage of Proposition 227, which banned bilingual education. The number of young dual language learners has continued to grow, however, and the need to work with these children is a reality that preservice teachers will face despite restrictive language policy mandates. Given the well-established relationship between teacher beliefs and practices, the purpose of this exploratory study was to use survey techniques to explore the beliefs about bilingualism, bilingual education, and dual language development of university students who attended public school in a Proposition 227 context. Findings indicate that despite favorable views on bilingualism and bilingual education and knowledge of dual language development, beliefs about the role of the native language in the school environment continue to reflect the hegemony and deficit-thinking embodied by Proposition 227. Reflecting the research in K-12 settings, Latino students and those who spoke more than one language had more favorable views about bilingualism and bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01