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ABSTRACT
This study examined how teacher candidates’ beliefs about language and ideologies towards emergent bilinguals (EBs’) are influenced by the number of bilingual and English as a second language methods (BEM) courses they complete, and if their perspectives further evolve as they spend time in field placements. A total of 293 pre-service teachers completed Fitzsimmons-Doolan’s 2011 language ideology dimensions survey at the beginning of an academic semester. At the end of the term candidates responded to three open-ended questions, and responses were analysed and categorised into three themes: what candidates need to know, what EBs’ academic needs are, and what a culturally relevant teacher preparation curriculum must offer. Findings suggest participants’ visions of schooling seemed to change after completing two or more BEM courses, and after reaching a 21–30 clinical hour scaffold working in an instructional capacity with EBs in K-12 schools.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Mayra C. Daniel
Mayra C. Daniel is Professor Emerita in the Department of Curriculum & Instruction at Northern Illinois University, De Kalb, Il. USA. Her research centers on ways to prepare and support educators to implement CRP practices in classrooms with culturally and linguistically diverse students.
Ximena D. Burgin
Ximena D. Burgin is an Assistant Professor in the Department of Educational Technology, Research, and Assessment at Northern Illinois University, De Kalb, IL, USA. Her research interests relate to the assessment of culturally responsive classroom instruction to improve students’ academic outcomes.