Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns

Bernstein, Katie A.; Kilinc, Sultan; Deeg, Megan Troxel; Marley, Scott C.; Farrand, Kathleen M.; Kelley, Michael F.

doi:10.1080/13670050.2018.1476456

Cited by 26 publications

(18 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In keeping with the definition of belief, Pajares (1992) describes teacher belief as -an individual's judgment of the truth or falsity of a proposition (p. 316), and Kagan (1992) states -teacher belief is a particularly provocative form of personal knowledge that is generally defined as pre-or in-service teachers' implicit assumptions about students, learning, classrooms, and the subject matter to be taught‖ (p. 65). Teacher beliefs, in the construction of which prior schooling experiences occupy a prominent role (Bernstein et al, 2018;Moodie, 2016), are teacher-dependent; for instance, according to Baggett (2018), teacher beliefs about students are bound to individual teachers.…”

Section: Introductionmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

View full text Add to dashboard Cite

How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

show abstract

Section: Introductionmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

View full text Add to dashboard Cite

show abstract

“…Qualitative research method was employed using content analysis to study the participants' attitudes and practices towards language use. It is aimed at getting detailed perspectives of their experiences from the interview, making the research more real, because it generates objective data (King, Keohane, & Verba, 1994;Zhang & Creswell, 2013;Bernstein, Kilinc, Deeg, Marley, Farrand, & Kelley, 2018).…”

Section: Methodsmentioning

confidence: 99%

An Investigation into the Attitudes and Practices of Nigerian Students towards the Use of English Language and Their Native Languages in a Culturally Diverse Society

Wappa¹

2020

ELSR

View full text Add to dashboard Cite

The study investigated the attitudes and practices of Nigerian students towards the use languages (English and native) in a culturally diverse society as the native languages are endangered because the English language is taking over the world linguistic environment as a lingua franca. Ten students who speak different Nigerian native languages were selected randomly from an international university (pseudonym) in Turkish Republic of Northern Cyprus (TRNC). A qualitative research method was adopted for the study using multiple sources of data collection, which include unstructured interview, personal stories, field notes and informal chats. The findings indicated that they acquired their native languages from birth at home, while they learn additional languages in their environment. They have positive attitudes towards the native languages, indicated by the value accorded them while English enjoys its official position. It was found out that the native languages were used for solidarity, prayers, identity and heritage preservation, whereas English language pertains the status of official language. In summary, Nigerian students studying in a culturally diverse context aim at preserving their language, culture, and identity by using it in their daily lives while they prefer using English language only for official purposes.

show abstract

“…Educators' language beliefs and teaching practices around the languages of young emergent bilinguals vary considerably. Teacher perspectives regarding student language acquisition are complex and correlate to educators' demographic, geographic, and experiential variables (Bernstein, et al, 2021;Garrity, et al, 2018). For example, preschool teachers' education level and having studied a language other than English are positive correlates of pro-multilingual beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

“There will only be English in Kindergarten”: The Language Ideologies of the Lead Teacher and of Mexican Mothers in an Arizona Head Start Program serving Spanish-Speaking Latino Children

Cuéllar

2022

AMAE Journal

View full text Add to dashboard Cite

This article examines the language ideologies of the lead teacher and of five Mexican mothers of Spanish-speaking, emergent bilingual children in a Head Start program in Arizona. Data from semi-structured interviews, informal conversations, and participant-observation field notes were analyzed using the interrelated concepts of language ideologies and family language policy. The teacher and mothers adhered to ideologies that benefit children’s emergent bilingualism such as expressing pride for the children’s bilingual skills and the view that parents should use Spanish with their children to maintain the children’s bilingualism. However, some of their notions were more in line with ideologies of language separation where linguistic labor and instruction was divided in such a manner that children developed their English skills at school and Spanish abilities at home. The findings highlight the important role of the mothers’ and teacher’s positive and negative lived experiences with language and bilingualism.

show abstract

Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns

Cited by 26 publications

References 57 publications

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

An Investigation into the Attitudes and Practices of Nigerian Students towards the Use of English Language and Their Native Languages in a Culturally Diverse Society

“There will only be English in Kindergarten”: The Language Ideologies of the Lead Teacher and of Mexican Mothers in an Arizona Head Start Program serving Spanish-Speaking Latino Children

Contact Info

Product

Resources

About