Abstract
ABSTRACT This study examined how teacher candidates’ beliefs about language and ideologies towards emergent bilinguals (EBs’) are influenced by the number of bilingual and English as a second language methods (BEM) courses they complete, and if their perspectives further evolve as they spend time in field placements. A total of 293 pre-service teachers completed Fitzsimmons-Doolan’s 2011 language ideology dimensions survey at the beginning of an academic semester. At the end of the term candidates responded to three open-ended questions, and responses were analysed and categorised into three themes: what candidates need to know, what EBs’ academic needs are, and what a culturally relevant teacher preparation curriculum must offer. Findings suggest participants’ visions of schooling seemed to change after completing two or more BEM courses, and after reaching a 21–30 clinical hour scaffold working in an instructional capacity with EBs in K-12 schools.
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