ABSTRACT This article examines the language ideologies associated with the sense of self-efficacy of bilingual preservice teachers about their Spanish-language skills. Current teacher shortages in the field of bilingual education and increased professional demands placed over pre- and in-service bilingual teachers compel teacher education programs to adapt their designs to the needs of future teachers. These needs are determined, to a great extent, by the perceptions that bilinguals have over their own ability to use Spanish as a medium of instruction and to teach Spanish as a subject. Using grounded theory, the study sought to analyze how language ideologies impact the self-efficacy of bilingual preservice teachers. Results show that ideologies connected to the hegemonic position of English in society had a strong effect on the sense of self-efficacy of the preservice teachers about the Spanish language. Consequently, teacher education programs preparing bilingual educators need to oppose and counteract ideologies affirming the hegemony of the English language, proposing instead perspectives favorable to linguistic pluralism.

中文翻译：

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语言意识形态在职前双语教育教师自我效能感中的作用

摘要 本文考察了与双语职前教师的西班牙语技能自我效能感相关的语言意识形态。当前双语教育领域的师资短缺以及对在职双语教师的专业需求不断增加，迫使教师教育计划调整其设计以适应未来教师的需求。这些需求在很大程度上取决于双语者对自己使用西班牙语作为教学语言和教授西班牙语作为一门学科的能力的看法。使用扎根理论，该研究试图分析语言意识形态如何影响双语职前教师的自我效能感。结果表明，与英语在社会中的霸权地位相关的意识形态对职前教师的西班牙语自我效能感有很强的影响。因此，准备双语教育者的教师教育计划需要反对和抵制肯定英语语言霸权的意识形态，而是提出有利于语言多元化的观点。