Attitudes and Beliefs of Teacher Candidates Regarding Heritage Language Maintenance

Abstract

This paper reports on the findings of an investigation that explored teacher candidates’ (TCs) attitudes and beliefs about heritage language (HL) maintenance and variables that may predict their attitudes and beliefs. The participants were 270 TCs in Southwest Florida who completed an on-line survey with Likert-type statements and open-ended questions. Quantitative data was analyzed using factor analysis followed by linear multiple regression analyses. The constructs of TCs’ attitudes and beliefs toward HL maintenance were used as dependent variables in the multiple regression models. The level of preparation in multicultural and bilingual education was a statistically significant predictor of TCs’ views in regard to active teacher practices to maintain HL, benefits of HL at school, and the role of the schools. TCs’ ability to speak more than one language was found to predict their attitudes and beliefs about the benefits of HL at school. In addition, experiences with diverse cultures and languages outside the U.S. influenced TCs’ attitudes toward bilingualism. The qualitative analysis of TCs’ responses to the open-ended questions showed increased awareness of HL maintenance for TCs at the end of the teacher education program compared with those at the beginning. However, descriptions of teaching strategies in HL maintenance indicated TCs’ limited understanding of appropriate ways for supporting the HL. This gap between awareness and expected teacher behavior suggests the need for further preparation in the area of HL support.

Multilingual and multicultural education need a good economist

“…This conceptual framework provides visual associations among very different types of bodies of literature to logically link MME to economic benefits, because a direct link seems to be largely lacking from the research literature. More specifically, the extant research literature supports relationships between: cultural diversity and economically-related concepts (Ager and Bruckner, 2013; Ashraf and Galor, 2011; Bove and Elia, 2017); and multilingual and/or multicultural education and cultural sensitivity (Chung, 2018; Micic, 2019; Okoye-Johnson, 2011; Szecsi et al , 2015). …”

“…multilingual and/or multicultural education and cultural sensitivity (Chung, 2018; Micic, 2019; Okoye-Johnson, 2011; Szecsi et al , 2015).…”

“…Specifically, MME in a teacher preparation program has been shown to be a significant predictor of teacher candidates’ (TCs’) perceptions of the benefits of multilingualism as well as the role of the school in the maintenance of multilingualism. Additionally, TCs’ own multilingualism predicted their perceptions of the benefits of multilingualism in education, and their own multilingual and multicultural experiences positively affected their attitudes toward multilingualism (Szecsi et al , 2015). Thus, experiences with MME as well as experiences with multiculturalism and multilingualism can affect cultural and linguistic sensitivity.…”

The extent and predictors of linguistically responsive teaching in Southwest China

“…Also, the extent of news exposure has been correlated with stereotypical perceptions of individuals (Dixon 2008): teachers with greater exposure to international news will likely implement more LR teaching. Moreover, research revealed teachers' multilingual background predicted their perceptions of diversity (Flores and Smith 2009;Szecsi, Szilagyi, and Giambo 2015); Szecsi, Szilagyi, and Giambo (2015) found the ability to speak more than one language predicts teacher candidates' positive beliefs about minority students' home languages.…”

Teachers’ beliefs and practices in culturally diverse schools: an empirical study in Southwest China

“…Such contact is viewed as an effective means of fostering awareness of cultural differences. Fifth, a small group of studies has viewed multilingual ability as a predictor of teachers' perceptions on cultural diversity (Flores & Smith, 2009;Lee & Oxelson, 2006;Szecsi et al, 2015;Youngs & Youngs, 2001). For instance, a study by Szecsi et al (2015) has shown that the ability to speak more than one language predicts teacher candidates' attitudes about minority students' home languages.…”