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Teachers' perceptions of bilingualis...

Byfield, Lavern Georgia McLeary.

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Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy./
Author:	Byfield, Lavern Georgia McLeary.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600654
ISBN:	9781303508691

Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy.
Byfield, Lavern Georgia McLeary.

Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy. - 175 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2012.

Few studies on English language learners (ELLs) focus on teachers' perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts pedagogy. While numerous studies have explored the teaching of diverse students and the negative effects of standardized tests on the quality instruction these students receive (Bielenberg & Wong Fillmore, 2005; Evans & Hornberger, 2005; Garcia & Bauer, 2009; Jimenez & Teague, 2009; McCarthey, 2008; Valenzuela, 2005), none of these studies have examined teachers' perceptions of bilinguals and bidialectals and the effects of teaching them English. This research was designed to understand how teachers' perceptions are influenced by sociocultural contexts and shape their language teaching. I draw on sociocultural theories that support the use of students' lived experiences in the teaching/learning process (Lee, 2006; Moll, Amanti, Neff, & Gonzalez, 2005). The funds of knowledge phenomenon (Moll, Amanti, Neff, & Gonzalez) and cultural modeling framework (Lee) both subscribe to the notion that language minority students have knowledge that should be validated in classrooms.

ISBN: 9781303508691Subjects--Topical Terms:

516171
Education, Elementary.

Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy.
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020 $a 9781303508691
035 $a (MiAaPQ)AAI3600654
035 $a AAI3600654
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100 1 $a Byfield, Lavern Georgia McLeary. $3 2098972
245 1 0 $a Teachers' perceptions of bilingualism and bidialectalism: The effect on language arts pedagogy.
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Sarah J. McCarthey.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2012.
520 $a Few studies on English language learners (ELLs) focus on teachers' perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts pedagogy. While numerous studies have explored the teaching of diverse students and the negative effects of standardized tests on the quality instruction these students receive (Bielenberg & Wong Fillmore, 2005; Evans & Hornberger, 2005; Garcia & Bauer, 2009; Jimenez & Teague, 2009; McCarthey, 2008; Valenzuela, 2005), none of these studies have examined teachers' perceptions of bilinguals and bidialectals and the effects of teaching them English. This research was designed to understand how teachers' perceptions are influenced by sociocultural contexts and shape their language teaching. I draw on sociocultural theories that support the use of students' lived experiences in the teaching/learning process (Lee, 2006; Moll, Amanti, Neff, & Gonzalez, 2005). The funds of knowledge phenomenon (Moll, Amanti, Neff, & Gonzalez) and cultural modeling framework (Lee) both subscribe to the notion that language minority students have knowledge that should be validated in classrooms.
520 $a A three-phased approach was used to understand how perceptions influenced teachers' language pedagogy. For the first phase, I completed a survey with nine teachers and the principal in a multilingual school. In the second and third phases, I interviewed and observed four teachers over three months to analyze as case studies. The data showed that the teachers focused on the Hispanic students as needing language intervention and mostly overlooked the Amish students who spoke a German dialect. The study suggests that although ELLs include several language minority groups, teachers associated language minority students with being Hispanic. Essentially, teachers conflated race/ethnicity with language in the discourse about language minority students.
590 $a School code: 0090.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Bilingual and Multicultural. $3 626653
690 $a 0524
690 $a 0279
690 $a 0441
690 $a 0282
710 2 $a University of Illinois at Urbana-Champaign. $b Curriculum and Instruction. $3 2093667
773 0 $t Dissertation Abstracts International $g 75-01A(E).
790 $a 0090
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600654