Examining Preservice Teachers' Perceptions Toward Translanguaging, Their Language Ideologies, and Self-Efficacy in Educating Emergent Bilinguals

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division K - Teaching and Teacher Education Virtual Poster Session

Abstract

This study examined pre-service teachers’ (PSTs) perceptions toward translanguaging, their language ideologies, and self-efficacy in educating emergent bilinguals (EBs) in a teacher education program in the U.S. Previous research links teachers’ translanguaging beliefs to language ideologies, which can shape classroom culture and language norms and language use. However, scant research addresses how PSTs’ perceptions on translanguaging and language ideologies influence their self-efficacy in educating EBs. Framed by translanguaging theory and language ideologies, the study analyzed survey data among 124 PSTs enrolled in ESL/bilingual education coursework. Multiple linear regression results revealed three significant predictors for self-efficacy: translanguaging perceptions, language use in student-teaching, and ethnicity. Implications for transforming asset-based language practices in teacher education are discussed.

Authors

• Grace Lee, University of Houston
  Presenting Author

• Jie Zhang, University of Houston
  Presenting Author