Abstract

This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating Multilingual Learners master’s degree program at a Southwestern U.S. university. A regression analysis of survey data suggests that older participants are predicted to orient more positively to linguistic diversity and participants with more teaching experience are predicted to orient less positively. Meanwhile, a discursive analysis of autobiographical essays from the oldest participants (over 45) and those with the most teaching experience (over 10 years) illuminate reflexively constructed stances, which we draw on to complicate (not necessarily triangulate) statistically significant findings. Discussion considers the methods by which we examine educators’ language ideologies with implications for both research and teacher education.

摘要

本研究采用了一种变革性的方法来进行混合方法研究，以探讨不同方法可以为扩大对教育者语言态度和意识形态的理解提供的问题。分析考虑了美国西南部大学在线教育多语言学习者硕士学位课程中社会语言学课程的李克特规模调查响应和语言自传数据。对调查数据的回归分析表明，预计年龄较大的参与者对语言多样性的定位更积极，而具有更多教学经验的参与者则预测不太积极。同时，对年龄最大的参与者（超过 45 岁）和最有教学经验的参与者（超过 10 年）的自传散文的论述分析阐明了反思性构建的立场，我们利用它来复杂化（不一定是三角化）具有统计意义的发现。讨论考虑了我们检查教育者语言意识形态的方法，这些方法对研究和教师教育都有影响。