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

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Title: Midwestern In-Service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?
Language: English
Authors: Kim H. Song (ORCID 0000-0001-5228-0962), Lyndsie Marie Schultz (ORCID 0000-0003-0712-1772), Gregory Child (ORCID 0000-0003-1500-3872), Sujin Kim (ORCID 0000-0002-4219-454X), Lisa Dorner (ORCID 0000-0002-4314-6064)
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(4):1401-1427.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Sponsoring Agency: Office of English Language Acquisition (OELA) (ED)
Contract Number: T365Z170135
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Attitudes, Racial Attitudes, Bilingual Students, Equal Education, White Teachers, Monolingualism, Bilingualism, Language Attitudes, Ideology, Culturally Relevant Education, Teacher Surveys, Factor Analysis, Teaching Methods, English
DOI: 10.1002/tesq.3280
ISSN: 0039-8322
1545-7249
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448038
Database: ERIC
FullText Text:
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  Data: Midwestern In-Service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?
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  Data: <searchLink fieldCode="AR" term="%22Kim+H%2E+Song%22">Kim H. Song</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5228-0962">0000-0001-5228-0962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lyndsie+Marie+Schultz%22">Lyndsie Marie Schultz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0712-1772">0000-0003-0712-1772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gregory+Child%22">Gregory Child</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1500-3872">0000-0003-1500-3872</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sujin+Kim%22">Sujin Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4219-454X">0000-0002-4219-454X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+Dorner%22">Lisa Dorner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4314-6064">0000-0002-4314-6064</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%3A+A+Journal+for+Teachers+of+English+to+Speakers+of+Other+Languages+and+of+Standard+English+as+a+Second+Dialect%22"><i>TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect</i></searchLink>. 2024 58(4):1401-1427.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesq.3280
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  Data: 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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  Data: 2024
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  Data: EJ1448038
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        Value: 10.1002/tesq.3280
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    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Racial Attitudes
        Type: general
      – SubjectFull: Bilingual Students
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      – SubjectFull: Equal Education
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      – SubjectFull: White Teachers
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      – SubjectFull: Ideology
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Teaching Methods
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      – TitleFull: Midwestern In-Service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?
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