ERIC Number: ED142050
Record Type: RIE
Publication Date: 1977-Apr-5
Reference Count: 0
The Importance of Teacher and Student Language Attitudes on Achievement in Bilingual-Bicultural Education.
Arias, M. Beatriz; Gray, Tracy C.
There has been growing interest in the effect on achievement of teacher and student attitudes toward language. This paper attempts to examine the relevant studies in this area in order to draw some conclusions for bilingual bicultural classroom settings. The reported attitude studies focus on research with standard and non-standard varieties of languages and show that evaluative reactions vary among individuals given certain speech samples. In addition, it is concluded that teachers tend to give stereotypical evaluations when confronted with certain cues (speech style, videotapes, drawings, and compositions). The research does not, however, conclusively substantiate the underlying assumption of the studies, i.e., that teachers' attitudes affect the performance of the child. The reported studies on student attitudes examine the effect of attitudes toward language and second language learning. It is evident from the research that student attitude clearly affects second language learning. The research also illustrates the controversy surrounding the question of age as a variable in language learning. Implications for bilingual-bicultural classroom settings are discussed. (Author/CLK)
Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Ethnic Stereotypes, Language Attitudes, Language Research, Language Skills, Language Usage, Literature Reviews, Nonstandard Dialects, Second Language Learning, Second Languages, Standard Spoken Usage, Student Attitudes, Teacher Attitudes
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the American Educational Research Association (New York, New York, April 1977)