Literaturnachweis - Detailanzeige
| Autor/inn/en | Bernstein, Katie A.; Kilinc, Sultan; Troxel Deeg, Megan; Marley, Scott C.; Farrand, Kathleen M.; Kelley, Michael F. |
|---|---|
| Titel | Language Ideologies of Arizona Preschool Teachers Implementing Dual Language Teaching for the First Time: Pro-Multilingual Beliefs, Practical Concerns |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 4, S.457-480 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bernstein, Katie A.) ORCID (Kilinc, Sultan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2018.1476456 |
| Schlagwörter | Preschool Teachers; Teacher Attitudes; Language Attitudes; Ideology; Program Implementation; Bilingual Education; Language Planning; Multilingualism; Teaching Experience; Spanish; English; Teacher Characteristics; Arizona |
| Abstract | This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). "Language ideology dimensions of politically active Arizona voters: an exploratory study." "Language Awareness" 20 (4): 295-314; Fitzsimmons-Doolan, S. (2014). "Language ideologies of Arizona voters, language managers, and teachers." "Journal of Language, Identity, and Education" 13 (1): 34-52], we analyzed the preschool teachers' language ideologies, as well as the relationships between the ideologies and demographic and experiential variables. We found that teachers generally held pro-multilingual ideologies, but that particular ideologies correlated with different teacher experiences. For instance, while teachers' level of education and having studied a language other than English were positive correlates of pro-multilingual beliefs, years of teaching overall was instead positively associated with viewing "English as a tool" and years at the current placement was positively related to viewing "multiple languages as a problem." Neither general teaching experience nor experience having a home language other than English was a significant predictor of pro-multilingual beliefs. Qualitative analysis of transcripts from teacher focus groups reflected teachers' pro-multilingual beliefs, but also showed teachers' concerns with DLE implementation. We found, however, that these concerns were practical -- balancing district priorities; managing new divisions of labor in the classroom -- rather than ideological. Our findings highlight the theoretical and methodological importance of viewing teachers' experiences, ideologies, and classroom language policies as connected. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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