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International Journal of Bilingual Education and Bilingualism Volume 21, 2018 - Issue 2
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Original Articles

Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment

Sarah GarrityDepartment of Child and Family Development, College of Education, San Diego State University, San Diego, CA, USACorrespondence[email protected]
,
Cristian R. Aquino-SterlingSchool of Teacher Education, College of Education, San Diego State University, San Diego, CA, USA;The Graduate Center, CUNY, New York, USA
,
Charles Van LiewDepartment of Psychology, Grand Canyon University, Phoenix, AZ, USA
&
Ashley DayChild and Family Development, San Diego State University, San Diego, CA, USA
Pages 179-196 | Received 04 Aug 2015, Accepted 21 Jan 2016, Published online: 07 Mar 2016

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Sun Young Lee & Jieun Kim. (2023) Teacher perception of language differences: challenging the normative futurity and native speakerism. Language, Culture and Curriculum 36:4, pages 406-421.
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Katie A. Bernstein, Kate T. Anderson, Kevin Close & Sara Rodriguez Martinez. (2023) Teacher beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking. International Multilingual Research Journal 17:3, pages 191-219.
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Hyonsuk Cho, Annie Chou & Peter D. Wiens. (2023) Teacher Education Students’ Perceptions About Bilingualism and Emergent Bilingual Students. Action in Teacher Education 45:2, pages 107-123.
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Pablo Antonio Archila, Giovanna Danies, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university. International Journal of Bilingual Education and Bilingualism 25:7, pages 2682-2698.
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Ryan W. Pontier & Diana C. Ortega. (2021) Experienced bilingual dual language elementary teachers and the reproduction of monoglossic ideology. NABE Journal of Research and Practice 11:3-4, pages 86-105.
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Angela Choi Fung Tam. (2021) Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism 24:7, pages 990-1010.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism 24:6, pages 868-891.
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Pablo Antonio Archila & Anne-Marie Truscott de Mejía. (2020) Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?. Journal of Language, Identity & Education 19:3, pages 163-178.
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Pablo Antonio Archila & Anne-Marie Truscott de Mejía. (2020) Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism 23:2, pages 132-152.
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Sarah M. Garrity, Cristian R. Aquino-Sterling & Nina Salcedo-Potter. (2019) Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education. Bilingual Research Journal 42:3, pages 308-323.
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Articles from other publishers (10)

Ryan W. Pontier & Zhongfeng Tian. (2023) Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field. Educational Linguistics 0:0.
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Rufan Luo, Lulu Song, Aniyah Davis-Hilton & Sarah Surrain. (2023) Parental Beliefs and Knowledge About Dual Language Learning and Education (KnDLLE) Predict Children’s Spanish and English Experiences at Home. Early Childhood Education Journal.
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Lydia Ocasio-Stoutenburg, Christina Sudduth, Christina Nunez, Jhonelle Bailey, Monica Dowling, Rebecca Shearer, Ruby Natale & Michelle Schladant. (2022) Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers. Journal of Early Intervention 45:2, pages 145-162.
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Natalia M. Rojas, Susam Ramos & Aimee Salgado. (2023) Early Childhood Education Teacher's Beliefs about a Match in Home Language Proficiency with Emergent Bilingual Learners. Early Childhood Research Quarterly 63, pages 194-203.
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Francisco Luis Torres. (2022) “It’s Our Job as People to Make Others Feel Valued”: Children Imagining More Caring and Just Worlds through Superhero Stories. Research in the Teaching of English 56:4, pages 360-384.
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Francisco L. Torres. (2021) Reflection and Action: Revolutionary Love and the Possibility for More Equitable Literacy Classrooms. Language Arts 98:4, pages 179-188.
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Ji Young Choi, Dahyung Ryu, Craig K. Van Pay, Sohyun Meacham & Constance C. Beecher. (2021) Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners. Early Childhood Research Quarterly 54, pages 110-124.
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MinJi Jung & Sangshim Hwang. (2019) Elementary School Teachers’ Perceptions on Bilingualism of School-age Multicultural Children for Collaboration between Educational Environment and Speech-Language Pathology. Communication Sciences & Disorders 24:4, pages 939-952.
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Kelly L. Edyburn, Matthew Quirk & Carola Oliva-Olson. (2018) Supporting Spanish–English Bilingual Language Development Among Latinx Dual Language Learners in Early Learning Settings. Contemporary School Psychology 23:1, pages 87-100.
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Amanda T. Sugimoto, Kathy Carter & Kathleen J. Stoehr. (2017) Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners. Teaching and Teacher Education 67, pages 179-188.
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