Abstract

This is a mixed-method research study of the language ideologies of 180 teacher candidates enrolled in the English-as-a-Second Language (ESL) teacher preparation program at a large public university in the United States. The theoretical perspectives of critical pedagogy and language ideology form the framework of this study. The data collection and analysis procedures encompassed different types and sources of data to ensure a triangulated data set. Data included teacher candidates’ responses to a language survey, open-ended questions and interviews. The reliability of data analysis was ensured with the inter-rater technique. Findings of the study suggest that there were six major language ideologies held by the teacher candidates and that relevant demographic and experiential variables influenced some of these ideologies. The study concludes with practical and research implications for language teacher education.

摘要

这是一项针对 180 名参加美国一所大型公立大学英语作为第二语言 (ESL) 教师预备课程的教师候选人的语言意识形态的混合方法研究。批判教育学和语言意识形态的理论视角构成了本研究的框架。数据收集和分析程序包含不同类型和来源的数据，以确保三角化数据集。数据包括教师候选人对语言调查、开放式问题和访谈的回答。评分者间技术确保了数据分析的可靠性。研究结果表明，教师候选人持有六种主要的语言意识形态，相关的人口统计和经验变量影响了其中一些意识形态。