Teachers’ Attitudes and Beliefs About Code-Mixing by Bilingual Students

Datos Bibliográficos

ID8924080
AutoresSunny K Park-Johnson (0000-0003-2345-3398, DePaul University, autor de correspondencia)
Año2019
Volumen56
Número2
Páginas125-144
Fecha de publicación2019-12-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2019.1694026
OpenAlexW2993586785
IdiomaEN
Citas recibidas7
Referencias citadas42

Teachers’ attitudes and beliefs toward student behavior can have a profound effect on how students in their classroom are viewed. This study investigated teachers’ perceptions of code-mixing, or the use of two or more languages in speech, by bilingual and emergent bilingual learners in their classrooms. One hundred and twenty-eight PK-12 teachers in the U.S. rated statements about students’ code-mixing. Results indicated that while teachers had positive views about code-mixing in general, they had more negative ratings for statements related to the effect of code-mixing on student performance and why students code-mix. Findings also revealed that having bilingual and/or English as a second language credentials are the only factor among other demographic and background variables that significantly predicts positive views on code-mixing. This study contributes to the literature on teacher beliefs and attitudes about their bilingual students who engage in this language practice

Bilingual education · Code (set theory · Code-mixing · Code-switching · First language · Linguistics · Mathematics education · Mixing (physics · Neuroscience of multilingualism · Pedagogy · Perception · Set (abstract data type · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching