Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners

Whose Equity and Excellence Are We Seeking For

Dados Bibliográficos

ID10818629
AutoresKim Song (0000-0001-5228-0962, Department of Educator Preparation and Leadership University of Missouri‐St. Louis St. Louis Missouri United States, autor correspondente), Lyndsie Marie Schultz (0000-0003-0712-1772, Department of Education Washington University St. Louis Missouri United States), Gregory Child (0000-0003-1500-3872, Department of Education Michigan State University East Lansing Michigan United States), Sujin Kim (0000-0002-4251-6318, Culturally and Linguistically Diverse and Exceptional Learners Program George Mason University Fairfax Virginia United States), Lisa Dorner (0000-0002-4314-6064, Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Columbia Missouri United States)
Ano2024
Volume58
Fascículo4
Páginas1401-1427
Data de publicação2024-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTESOL Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0039-8322 • E-ISSN: 1545-7249
EditoraWiley (PUBLISHER • GB)
DOI10.1002/tesq.3280
OpenAlexW4388852198
IdiomaEN
Referências citadas67

This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1 : What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2 : How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties

Ell · Excellence · Ideology · Mathematics education · Mindset · Pedagogy · Political science · Teaching method · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching