Elementary Preservice Teachers' Language Ideologies and Teaching Emergent Bilingual Students

• In Event: Language and Arts Education

Abstract

The prevailing monolingual ideologies present in the U.S. educational system negatively impact teacher practices in the classroom, which often fail to recognize and utilize their EBs' linguistic capital as resources inside the classrooms. Using a basic qualitative research design, the researchers explored elementary EC-6 generalist preservice teachers' (PSTs) language ideologies, the factors influencing them, and their potential impact on PSTs' instructional planning abilities for EBs. Data collection methods included semi-structured interviews and student work through a Second Language Methodology course. Braun and Clarke's (2006) six-process thematic analysis was used to identify themes from multiple data sources. The findings showed that PSTs generally lacked ideological clarity and had conflicts between seeing student home language as a problem, a right, and a resource.

Authors

• Marwa Elshafie, University of Houston
  Presenting Author

• Jie Zhang, University of Houston
  Presenting Author