"This Is Hard": Preservice Teachers Articulating Their Beliefs About Linguistically Diverse (Language and Dialects) Learners

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Teachers' Critical Development and Learning (Table 10)

Abstract

We investigated four preservice teacher (PSTs) beliefs about linguistically diverse learners. Linguistic diversity included diversity of language (bi-lingual, multi-lingual) and dialects (speakers of nonstandard English). Teachers’ beliefs about linguistic diversity have implications for their classroom practices. We collected data from PSTs through the use of Q-sort, semi structured interviews and demographic surveys. Qualitative analyses revealed unique perspectives on and struggles with meeting the needs of linguistically diverse students. Findings illustrate that PSTs may advocate for the support of linguistically diverse learners but this support is lacking in practical applications and inhibited by a lack of understanding especially with respect to dialects. Recommendations for research and teacher education are offered.

Authors

• Marilyn Renee' Davis, Montclair State University

• Guida Faria, Montclair State University

• Rebecca Myers, Montclair State University