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Exploring Language Ideologies and Preparing Preservice Teachers for Multilingual and Multicultural Classrooms
Open accessAbstract
This study explores the language ideologies of preservice teachers (PTs) in undergraduate English for Speakers of Other Languages courses. In particular, it examines 200 PTs’ written reflections to better understand how they conceptualize the role of language in their lives and how they use their experiences to make sense of linguistic diversity in the K–12 classroom. Using the tenets of grounded theory and the interpersonal metafunction of systemic functional linguistics, four themes emerged from the analysis: (1) messages received from parents or guardians about “proper” language use, (2) the impact of language on their identity development, (3) the significance of direct experiences on language acceptance, and (4) the acknowledgment yet perpetuation of linguistic discrimination. Implications include the need to integrate more linguistically responsive approaches to working with English learners in PT education curricula.
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“The results suggested these PSTs embraced heteroglossic ideologies such as valuing home languages, but they also upheld standard English as the default language of authority, education, and communication.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Lew & Siffrinn, 2019
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“Many of the PSTs began by describing how they accepted and appreciated the use of various languages even in the classroom; however, they often concluded by acknowledging that this extended only to informal settings, while they restricted formal situations to standard English.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Lew & Siffrinn, 2019
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Citations
Cites
Back to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164 · cited 1×
“Given this stronghold, there is need for a unified and multifaceted theory that considers the complexity and messiness of teachers’ beliefs (Murphy & Mason, 2006) and expands research in wider contexts through a more integrative approach (Grossman & McDonald, 2008).”
BackgroundPreparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education
Lucas, T., & Villegas, A. M. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770327 · Cited by 583 · cited 1×
“Given this gap in the curriculum, proponents of linguistically responsive teaching argue that language issues should be differentiated from and have their own place within modules on cultural diversity (Lucas & Villegas, 2013; Pettit, 2011).”
Background
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Cited by
Development of linguistic critical consciousness of multilingual preservice teachers of color
Mahalingappa, L. (2024) · International Multilingual Research Journal · doi:10.1080/19313152.2024.2330817 · Cited by 7
Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals
Lee, G., & Zhang, J. (2025) · Teachers and Teaching · doi:10.1080/13540602.2023.2282480 · Cited by 5
Elshafie, M., Cole, M. W., & Zhang, J. (2023) · Journal of Education, Language, and Ideology · doi:10.67372/dd687d05 · Cited by 3
“…in that they appear to be multiple and contradictory in nature (Barbosa, 2020; Fitzsimmons-Doolan et al., 2017; Irvine, 1989; Kroskrity, 2004; Lew & Siffrinn, 2019; Palmer, 2011; Zúñiga, 2016) Kaveh (2022) refers to these contradictory beliefs as "feel-good language-as-resource orientations"…”
Influential
Metadata
- Authors
- Lew, S., & Siffrinn, N. E.
- Affiliations
- University of West Florida (US)
- University of Georgia (US)
- Corresponding author
- Lew, Shim
- Venue
- Literacy Research: Theory, Method, and Practice
- Publisher
- SAGE Publications
- Published
- 2019-08-19
- Volume
- 68
- Issue
- 1
- Pages
- 375-395
- ISSN
- 2381-3369 (ISSN-L)
- 2381-3377
- OpenAlex
- W2969464536
- Cited by
- 28
- References
- 2
- Citations by year
- 2026: 2 · 2025: 9 · 2024: 7 · 2023: 6 · 2021: 2 · 2020: 2
- FWCI
- 3.62
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Literacy Research Theory Method and Practice (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Global Education and Multiculturalism
- Keywords
- language ideology, pre-service teachers, ESOL, English language learners, multilingual classrooms, multicultural classrooms, linguistic diversity, language discrimination, language and identity, teacher education curriculum, linguistically responsive teaching, systemic functional linguistics
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