Preservice Clinicians’ Language Ideologies, Translanguaging Stance and Confidence to Work with Emergent Bilinguals

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Language and Social Processes Virtual Poster Session

Abstract

This study examined preservice clinicians’ perceptions of translanguaging, their language ideologies and confidence to work with emergent bilinguals. Research links translanguaging beliefs to language ideologies–which shape school language norms–yet, few studies explore how impact on clinician self-efficacy in K-12 settings. Using translanguaging theory and language ideologies as a framework, this study analyzed survey data from preservice clinicians in a university course on code-switching. Participants with asset-based ideologies viewed translanguaging more favorably; however, neither translanguaging perceptions nor ideologies significantly predicted self-efficacy, suggesting external factors may shape clinician confidence. Findings underscore the need for further research and coursework that interrogate standard language ideologies to better prepare clinicians to engage bilingual students in linguistically sustaining ways.

Authors

• Grace Lee, University of Houston

• Monique Mills, University of Houston