Teachers’ Beliefs about Dominant Language Learners (Poster 10)

• In Event: A Global Perspective of the Landscape of Research on Teachers’ Beliefs

Abstract

Purpose and Perspective
We examine teacher beliefs and their role in the educational experiences of dominant language learners (DLLs), defined as students who are learning the dominant language spoken outside their home, but not primarily inside their home. We adopt Social Cognitive Theory (Bandura, 1986), which emphasizes the reciprocal relationship between behavior, environmental events, and personal factors, particularly beliefs.

Method of Inquiry
We searched key databases using keywords: teacher* belief*, teacher* efficacy, or teacher self-efficacy, with variations of terms related to language learners in the titles and abstracts of the studies. This search yielded 58 studies.

Findings

Beliefs about DLLs
We identified three themes: implicit beliefs, deficit beliefs, and beliefs about students’ home lives. Teachers generally hold positive explicit beliefs but negative implicit beliefs about DLLs, often viewing them as needing extra help and having lower educational prospects (Harrison & Larkin, 2018). Many also tend to see DLL parents as valuing education less and having home cultures that clash with school structures (Shim, 2014)

Beliefs about Language Learning
Two themes emerged: teachers often have simplistic understandings of second language acquisition (Cichocka, 2022) and a significant amount of research focuses on preschool teachers (Sawyer et al., 2017). Many teachers fail to differentiate instructional needs for DLLs, believing that language acquisition happens naturally without requiring tailored instruction.

Beliefs about Language Teaching
We identified three themes: beliefs about instructional approaches for DLLs, the role of heritage language, and the teacher’s role in instruction. Teachers generally recognize that no single pedagogical model fits all DLLs (Murphey et al., 2019). Further positive beliefs about inclusive and culturally responsive teaching correlate with effective practices (Yoon, 2007). However, beliefs about the role of heritage language vary widely (Oh & Mancilla-Martinez, 2021) .

Self-Beliefs about Teaching DLLs
In most of the studies, self-beliefs about language teaching primarily focus on self-efficacy (e.g., Mahalingappa et al., 2018). Teachers often feel less confident in their ability to teach DLLs, yet they find that professional development can improve their self-efficacy (Wright-Maley & Green, 2015). Interventions and structured experiences, such as pen-pal projects, have been found to marginally increase teachers' confidence in teaching DLLs.

Beliefs about Language Learning Contexts
One emerging theme is the inclusion of DLLs in mainstream classrooms (Arnet & Mady, 2018). While teachers support DLL inclusion in mainstream classrooms, they tend to differ in their perceptions of responsibility and the influence of language on other subjects (Polat & Mahalingappa, 2013) .
Methodologies
Methodologically, the studies reviewed used quantitative (43.10%), qualitative (39.66%), and mixed-methods (17.24%) designs, primarily through questionnaires, interviews, and classroom observations. The Beliefs About Language Learning Inventory (BALLI; Bidari, 2021) and the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran et al., 20), were most common, yet they have limitations in scope.

Significance
Our poster highlights how positive and informed beliefs can foster inclusive environments, while deficit views can hinder student success. Our findings also underscore the crucial role of teacher education and development in enhancing pedagogical and multicultural competence, which is essential for leveraging the assets of DLLs.

Authors

• Ngan Tran, Oklahoma State University

• Mike Yough, Oklahoma State University

• Jennie Pruitt, Oklahoma State University