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Cited by 47Multilingual Education and PolicySecond Language Learning and TeachingEFL/ESL Teaching and Learning

The DOI matches its Crossref record, with a small difference in title or year; 74 of the 74 references it cites were found in a registry or an index.

Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns

Bernstein, Katie A., Kilinc, Sultan, Troxel Deeg, Megan, Marley, Scott C., Farrand, Kathleen M., Kelley, Michael F.·2021·International Journal of Bilingual Education and Bilingualism
DOI 10.1080/13670050.2018.1476456
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Abstract

This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). “Language ideology dimensions of politically active Arizona voters: an exploratory study.” Language Awareness 20 (4): 295–314; Fitzsimmons-Doolan, S. (2014). “Language ideologies of Arizona voters, language managers, and teachers.” Journal of Language, Identity, and Education 13 (1): 34–52], we analyzed the preschool teachers’ language ideologies, as well as the relationships between the ideologies and demographic and experiential variables. We found that teachers generally held pro-multilingual ideologies, but that particular ideologies correlated with different teacher experiences. For instance, while teachers’ level of education and having studied a language other than English were positive correlates of pro-multilingual beliefs, years of teaching overall was instead positively associated with viewing English as a tool and years at the current placement was positively related to viewing multiple languages as a problem. Neither general teaching experience nor experience having a home language other than English was a significant predictor of pro-multilingual beliefs. Qualitative analysis of transcripts from teacher focus groups reflected teachers’ pro-multilingual beliefs, but also showed teachers’ concerns with DLE implementation. We found, however, that these concerns were practical – balancing district priorities; managing new divisions of labor in the classroom – rather than ideological. Our findings highlight the theoretical and methodological importance of viewing teachers’ experiences, ideologies, and classroom language policies as connected.

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Research works printed but not linked: 11

  1. Cross F., 2017, Teacher Shortage Areas (TSA) Nationwide Listing for 1990–1991 Through 2017–2018
  2. Ellis E. M., 2006, TESL-EJ, 10, 1
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  5. González R. D., 2001, Language Ideologies: Critical Perspectives on the English Only Movement, xxv
  6. Hêlot C., 2010, Negotiating Language Policies in Schools: Educators as Policymakers, 52
  7. 10.4324/9780203855874 · DOI
  8. Merritt, S. 2011.Conflicting Ideologies about Using and Learning Spanish Across the School Years: From Two-way Immersion to World Language Pedagogy(Doctoral dissertation). University of California, Berkeley.
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  10. Spolsky B., 2004, Language Policy
  11. 10.1207/S15327701JLIE0201_2 · DOI

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Metadata

Authors
Bernstein, K. A., Kilinc, S., Troxel Deeg, M., Marley, S. C., Farrand, K. M., & Kelley, M. F.
Affiliations
  • Arizona State University (US)
  • Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, USA
Corresponding author
Bernstein, Katie A.
ORCID
Venue
International Journal of Bilingual Education and Bilingualism
Publisher
Informa UK Limited
Published
2018-05-23
Volume
24
Issue
4
Pages
457-480
ISSN
  • 1367-0050 (ISSN-L)
  • 1747-7522
DOI
10.1080/13670050.2018.1476456
OpenAlex
W2804387122
Cited by
46
References
74
Citations by year
2026: 4 · 2025: 6 · 2024: 9 · 2023: 6 · 2022: 5 · 2021: 10 · 2020: 4 · 2019: 1
FWCI
20.15
Type
journal article
Language
en
Open access
closed
Locations
International Journal of Bilingual Education and Bilingualism (publishedVersion)
Funders
  • Arizona State University
  • Helios Education Foundation
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
language ideology, dual language education, preschool teachers, teacher beliefs, teacher experiences

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