Midwestern In-service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-11-20 DOI:10.1002/tesq.3280

Kim H. Song, Lyndsie Marie Schultz, Gregory Child, Sujin Kim, Lisa Dorner

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Abstract

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.

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中西部在职教师的种族语言思维与新兴双语学习者教学法:我们追求谁的公平与卓越?

这项混合方法研究调查了中西部国家专业发展资助项目(2018-2020)的第一批(2018-2020)如何影响主要是白人和单语在职教师，他们与新兴双语学习者(EBLs)一起工作。两个研究问题(rq)指导了本研究:rq:在职教师在完成种族、语言和文化(RLC)响应式教学思维和教学法的专业发展后，他们的英语语言意识和教学信心如何?RQ2:在职教师如何回应关于种族语言意识形态和ebl使用标准美式英语的提示?采用定量t检验和因子分析对教师职前问卷进行调查。在RQ2中完成了教师对提示语意识形态反思的定性开放和轴向分析。定量结果显示，大多数参与研究的教师报告说，他们对为ebl制定RLC响应式教学策略的信心有所提高。与此同时，他们的反思表明，尽管他们有意承认和欣赏欧洲外劳对语言变体的使用，但他们仍坚持自己根深蒂固的种族语言意识形态。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.

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