Abstract
The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs’ burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs’ beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.
Highlights
Pre-service teacher (PST) education is a course of study offered to university students before they participate in the K-12 teaching profession
Diverging slightly from the study purposes for which the Beliefs About Language Learning Inventory (BALLI) were previously applied, the present study investigated PSTs in terms of their language beliefs and working information in bilingual settings
Via the BALLI survey (Appendix A), the main purpose of this study was to probe the PSTs’ perspectives in relation to language learning and the social & cultural reasons hidden behind these perspectives
Summary
Pre-service teacher (PST) education is a course of study offered to university students before they participate in the K-12 teaching profession. There have been various studies concerning pre-service teacher education: improving class practice (Soccorsi, 2013; Vision, 2001; Goff-Kfouri, 2013); adjusting curriculum design (Gorth and Bergner, 2005; Woodcock, Hemmings, & Kay 2012; Mooi and Mohsin, M., 2014); and suggesting policy implementation (Frimming, & Willis, 2017; Lattimer, 2012; Lin, Childs, and Zhang, 2016; Labone, Cavanagh, and Long, 2014). Argaman & Vaknin-Nusbaum (2016) recognized the changes in PSTs’ language knowledge regarding their phonological and morphological awareness after PSTs have learned about applied linguistics. Durgunoglu and Hughes (2010) explained that a teacher’s preparedness for ELLs relies on self-efficacy, attitude, perceptions, and knowledge
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