Teacher Characteristics and Attitudes, Beliefs, and Knowledge Regarding Second Language Acquisition and English Language Learners

• In Event: Developing Preservice Teachers' Identities to Support English Language Learners

Abstract

The present study investigated teacher characteristics (i.e., gender, ethnicity, and language proficiencies) with respect to their attitudes and beliefs/ knowledge about second language acquisition (SLA) and English language learners (ELLs). Data of this study were gathered from 119 special education and elementary education students in a teacher education program at a large urban public university in the southwest U.S using a 37-item survey. Data were analyzed using a principal component factor analysis followed by Kruskal-Wallis tests. The findings revealed significant difference only in the preservice teachers’ (PSTs’) attitudes towards ELLs with respect to their language proficiencies. PSTs who designated themselves as multilingual held significantly more positive attitudes towards ELLs than other PSTs who designated themselves as monolingual English speakers.

Authors

• Elif Adibelli, University of Nevada Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas

• Refika Turgut, University of Nevada - Las Vegas