ERIC Number: ED463264
Record Type: RIE
Publication Date: 2002-Feb-1
Preparing All Teachers for Linguistic Diversity in K-12 Schools.
Jones, Toni Griego
This study assessed a range of pre-service teachers' beliefs about second language learning and teaching language to minority students. A group of 91 beginning pre-service teachers completed a survey that asked them to rate their agreement with 16 statements about non-English speakers and second language learners. The statements reflected key language acquisition principles drawn from research and practice in the fields of bilingual education and English as a Second Language (ESL). Data analysis indicate that respondents generally agreed with language acquisition principles that are widely accepted as core to bilingual education and ESL. The strongest agreement was with statements about the importance of developing a child's native language. The strongest positive correlation was between agreement with accepted language acquisition principles and pre-service teacher proficiency in a second language and with coursework in bilingual education. A significant percentage of all student teachers claimed some prior experience working with non-English speaking children, mostly through classroom observations in public schools, volunteer work in youth programs outside the classroom, and one-on-one tutoring. Most respondents did not intend to teach in bilingual or ESL classrooms. (Contains 34 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002).