Preservice Teachers' Attitudes and Beliefs Working With Multilingual Learners

• In Event: Asset-Based Approaches to Teaching Multilingual Learners: Exploring Identity, Efficacy, and Inquiry-Driven Instruction

Abstract

The purpose of the study was to examined preservice teachers’ reported attitude and beliefs working with multilingual learners. Data were collected from 147 preservice teachers from two research university using the preservice teacher version of the Teacher Attitudes and Beliefs survey questionnaire developed by Hammer and associates (2018). The questionnaire focused on four dimensions: (1) Embracing the interconnected nature of language with culture and identity; (2) Understanding language demand in content classrooms; (3) Feeling responsible for the language development of multilingual students in content classrooms; and (4) Valuing multilingualism. The results suggested that the participants reported relatively high attitudes and beliefs. Preservice teachers' teacher training experience, language background and international traveling experience had impact on their attitudes and beliefs.

Authors

• Qizhen Deng, Boise State University

• H. Emily Hayden, Iowa State University