Abstract
ABSTRACT This study examined pre-service teachers’ perceptions towards translanguaging, their language ideologies and self-efficacy to educate emergent bilinguals in a teacher education program in North America. Previous research links teachers’ translanguaging beliefs to language ideologies, which can shape classroom culture and language norms and language use. However, scant research addresses how pre-service teachers’ perceptions on translanguaging and language ideologies influence their self-efficacy in educating emergent bilinguals. Framed by translanguaging theory and language ideologies, the study analysed survey data among 124 pre-service teachers enrolled in English as Second Language/bilingual education coursework. Multiple linear regression results revealed three significant predictors for self-efficacy: translanguaging perceptions, language use in student-teaching, and ethnicity. Implications for transforming asset-based language practices in teacher education are discussed.
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