Teacher Education Students' Perceptions about Bilingualism and Emergent Bilingual Students

Autor/inn/en	Cho, Hyonsuk; Chou, Annie; Wiens, Peter D.
Titel	Teacher Education Students' Perceptions about Bilingualism and Emergent Bilingual Students
Quelle	In: Action in Teacher Education, 45 (2023) 2, S.107-123 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Hyonsuk) ORCID (Chou, Annie) ORCID (Wiens, Peter D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2023.2174203
Schlagwörter	Bilingualism; Bilingual Students; English Language Learners; Ideology; Preservice Teachers; Student Attitudes; Teacher Responsibility; Language Usage; Racial Differences; Ethnicity; Prior Learning; Urban Schools; Student Diversity + Suchen Sie Ihr Suchwort? Bilingualismus; Ideologie; Schülerverhalten; Lehrverpflichtung; Sprachgebrauch; Rassenunterschied; Ethnizität; Vorkenntnisse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Teachers' perceptions guide their instructional decisions and interactions with their students. Given the increasing number of Emergent Bilingual (EB) students and the more acceptance of multilingual language ideologies in the social and political contexts, there is an urgency to examine teachers' beliefs about EB students and to train teachers to teach students from the pluralist perspective. This paper examines the language ideologies of teacher education students and how their language ideologies are related to their backgrounds, their attitudes about the engagement of the EB students and their families, and their perceived responsibility to teach EB students. The survey responses of 235 teacher education students were analyzed using descriptive statistics, regression, and correlation. The participants held more multilingual and heteroglossic beliefs about bilingualism. Their language ideologies were significantly related to their attitudes toward EBs and their families and their perceived teacher responsibility. Race was the only variable that demonstrated a statistically significant relationship with monoglossic or heteroglossic beliefs. We discuss how teacher educators address heteroglossic language ideologies in their programs to help teacher education students create inclusive and asset-oriented learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01