Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change

Busch, Deborah

doi:10.1177/1362168810365239

Cited by 218EFL/ESL Teaching and LearningTeacher Education and Leadership StudiesSecond Language Learning and Teaching

Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change

Busch, Deborah·2010·Language Teaching Research

DOI 10.1177/1362168810365239

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Abstract

This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers ( n = 381) enrolled over a three-year period at a state university in California. Pre- to post-course paired sample t-tests that were run on 23 beliefs statements from a widely used survey revealed significant changes in beliefs in several areas including the length of time for acquisition, difficulty of language acquisition, the role of culture, the role of error correction, the importance of grammar, and the efficacy of audiolingual learning strategies. In extensive written post-course explanations, the pre-service teachers attributed their pre-course beliefs to language learning experience in high school and post-course changes in their beliefs to the SLA course content and experiential activities, most notably tutoring an ESL student (the first contact for some teachers). Depth of knowledge was revealed in the teacher comments; this included information that could not have been gleaned from the beliefs surveys alone. The findings, which demonstrated how pre-service teacher beliefs evolve within the context of a professional education course, have practical implications for course design and evaluation in teacher education programs.

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The findings for RQ2 support the assertion that language ideologies are strongly influenced by previous experiences with language and language learning.
“The findings for this research question support the assertions put forth by previous researchers that language ideologies are strongly influenced by previous experiences with language and language learning (Busch, 2010).”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Busch, 2010

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Authors: Busch, D.
Affiliations: University of Pennsylvania (US)
Corresponding author: Busch, Deborah
Venue: Language Teaching Research
Publisher: SAGE Publications
Published: 2010-06-25
Volume: 14
Issue: 3
Pages: 318-337
ISSN: 1362-1688 (ISSN-L)
1477-0954
DOI: 10.1177/1362168810365239
OpenAlex: W2157472432
Cited by: 218
References: 24
Citations by year: 2026: 6 · 2025: 5 · 2024: 8 · 2023: 27 · 2022: 11 · 2021: 17 · 2020: 16 · 2019: 30 · 2018: 20 · 2017: 7 · 2016: 21 · 2015: 15 · 2014: 11 · 2013: 9 · 2012: 10
FWCI: 67.59
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Language Teaching Research (publishedVersion)
ScholarlyCommons (University of Pennsylvania) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords: pre-service teacher beliefs, second language acquisition, teacher professional development, language learning beliefs, course design and evaluation, error correction, audio-lingual method, grammar instruction

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Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change

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