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ERIC Number: ED546063
Record Type: Non-Journal
Publication Date: 2012
Pages: 361
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-8768-8
Influences of Globalization on K-12 Language Teacher Education Programs
Singh, Navin Kumar
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
The purpose of this study was to explore the effects of globalization on K-12 language teacher education at Northern Arizona University (NAU) in terms of multilingual practices in the US, with reference to an English-only-state, Arizona. This study explored influences of globalization on K-12 language education practices in the US through teacher education/preparation programs of a US University in which the perspectives of prospective teachers/students and faculty of NAU and various published documents, such as policy statements and programs at federal and state levels were used as data sources of the study. In line with the purposes of the study, a review of the relevant literature, and consultation with experts in the field, the research questions and sub-questions were formulated and a mixed method study design was used. The data were collected from a sample of 200 prospective teachers/teacher candidates and from 24 faculty members and program administrators of NAU in the fall 2011. Three types of primary instruments--questionnaire, interview, and focus group discussion--along with some secondary data sources--policy statements/programs, legislation, and archives--were used to address the research questions and sub-questions. The collected data were triangulated and the findings were reported in the forms of themes and sub-themes. Some of the major themes that emerged from data were: Living in a globalized world with new realities; English-only policy of Arizona is anti-global and not futuristic; Teacher candidates are underprepared for diverse student populations; and National and State Common Core Standards are because of globalization. The findings of this study suggest that influences of globalization are visible on teacher education programs of NAU, in terms of the focus of the programs as well as the changing attitudes of prospective teachers/candidates and faculty members towards multilingualism. Most participants of this study felt that English-only policy of Arizona is a major barrier for the cognitive development of English language learners (ELLs) and is also hurting the state in several ways, such as limiting credentialing of teacher candidates beyond the border of Arizona in the US and abroad. Having its focus on teacher education programs of NAU, this study has implications for K-12 language teacher education policy and programs in the US. Given its exploratory purpose and its setting in one university in Arizona, any implications of the findings of this study need to be taken with caution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona