Teacher Beliefs about Multilingual Learners: How Language Ideologies Shape Teachers' Hypothetical Policymaking

Autor/inn/en	Bernstein, Katie A.; Anderson, Kate T.; Close, Kevin; Rodriguez Martinez, Sara
Titel	Teacher Beliefs about Multilingual Learners: How Language Ideologies Shape Teachers' Hypothetical Policymaking
Quelle	In: International Multilingual Research Journal, 17 (2023) 3, S.191-219 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernstein, Katie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2023.2182094
Schlagwörter	Teacher Attitudes; Multilingualism; Second Language Learning; Second Language Instruction; Preservice Teacher Education; Inservice Teacher Education; Pedagogical Content Knowledge; Language Attitudes; Language Usage; Classroom Communication; Decision Making; State Universities; Accuracy; Policy Formation; Bilingual Education; Spanish; English (Second Language); Preservice Teachers; Educational Policy; Measures (Individuals); Masters Programs; Student Attitudes; Teacher Education Programs; Arizona + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Pädagogische Kompetenz; Sprachverhalten; Sprachgebrauch; Klassengespräch; Decision-making; Entscheidungsfindung; Staatliche Universität; Politische Betätigung; Bilingual teaching; Bilingualer Unterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Messdaten; Magister course; Magisterstudiengang; Schülerverhalten
Abstract	Teachers' language ideologies shape their classroom language policy-making, which in turn shapes students' opportunities to learn. Attention to language ideologies is therefore critical for teacher educators who seek to support pre- and in-service teachers in becoming pro-multilingual policymakers. This mixed methods, survey-based study explores the language ideologies and hypothetical policy-making of 134 pre- and in-service teachers at a large public university in Arizona. It employs decision tree models to examine connections between participants' demographics, their language ideologies, and their hypothetical policymaking around Spanish-English dual-language bilingual education (DLBE). Findings show intersections between current and future educators': (a) contextualized experiences, (b) ability to discuss DLBE accurately (without misunderstandings), and (c) ability to engage concretely with details of hypothetical policy making around DLBE. The study offers a unique vantage point from which to consider how pre- and in-service teacher education can inform teachers' accurate understandings of DLBE/multilingualism, language ideological stances, and stances toward linguistic diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01