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ERIC Number: ED593027
Record Type: Non-Journal
Publication Date: 2018
Pages: 436
Abstractor: As Provided
ISBN: 978-0-4385-9788-4
Exploring English Language Arts Pre-Service Teachers' Standard Language Ideologies: A Mixed Methods Study
Filson, Nicolette Ames
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
Within this study, I explored English language arts (ELA) pre-service teachers' (PST) language beliefs, specifically the ways in which they align with and diverge from the standard language ideology (SLI) beliefs laid out in the language subordination model (LSM) (Lippi-Green, 2012). The participants were ELA PSTs in both middle grades and high school teacher educations programs at a university in the Southeastern United States (N = 58). A sequential explanatory mixed methods design (Creswell & Clark, 2011) (QUAN [right arrow] qual) was used to examine PSTs' language beliefs regarding the ways in which language is mystified (Mystification), language is claimed (Authority), language is misrepresented (Misinformation), vernacular dialects are trivialized (Trivialization), speakers are judged (Conformers/Non-Conformers), and outcomes for language use are guaranteed (Promises/Threats). A survey was developed on these various SLI beliefs, called the Survey for the Standard Language Ideology (SSLI), and was then employed to collect the quantitative data; subsequently interviews were conducted with six survey participants who, based on their composite survey scores, had varying degrees of alignment with the SLI. The mixed methods analysis revealed that participants exhibited the most alignment with the SLI on Mystification and the most divergence from the SLI on Misinformation; additionally, there was evidence of cognitive dissonance for beliefs on Mystification, Authority, and Trivialization as participants demonstrated inconsistences in their attitudes. Regression results indicated that participation in a linguistics course, political affiliation, and academic program were predictors for various SLI beliefs. Interview responses suggested that the combination of experiences in a linguistics course, meaningful interactions with diverse populations, and prior introduction to social justice issues had the potential to most positively impact participants' language ideologies. Implications for practice and research are discussed. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A