Embracing Linguistic Diversity or Perpetuating Prejudice: A Study of International School Teachers' Language Ideologies

Autor/in	Olson-Wyman, Samantha L.
Titel	Embracing Linguistic Diversity or Perpetuating Prejudice: A Study of International School Teachers' Language Ideologies
Quelle	(2023), (98 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0873-2
Schlagwörter	Hochschulschrift; Dissertation; International Schools; Language Variation; English (Second Language); Second Language Learning; Teacher Attitudes; Self Concept; Nonstandard Dialects; Learning Processes; Language Attitudes; Correlation; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; International school; Internationale Schule; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Selbstkonzept; Learning process; Lernprozess; Sprachverhalten; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	International schools, which are often rich with linguistic diversity, typically promote that proficiency in an accepted standard variety of English is the desired and favored outcome for students (Hayden & Thompson, 2016; Spiers, 2016). These schools, in part due to the teachers they employ, could be characterized as systems that promote hegemonic language practices, where the accepted standard variety of English is privileged and given superior status (Bettney, 2022) to the detriment of non-standard language varieties and/or languages other than English. When the language ideologies of educators are hegemonic in nature and consistent with practices that marginalize and devalue linguistic diversity, it is detrimental and problematic for students both in regard to their learning as well as their linguistic identity formation (Abernathy, 2020; Ceginskas, 2010). The purpose of this quantitative, non-experimental, survey-based study was to identify what English medium international school teachers believe about language, what the components of these language ideologies are, and what factors influence these ideologies. The findings revealed that in some areas, international school teachers' beliefs about language tended toward hegemonic notions and in other areas, tended toward counter-hegemonic notions. Four components were identified that comprise international school teachers' beliefs about language as well. Additionally, five specific demographic factors were revealed to have a significant correlation and thus influence on teacher beliefs around language. These findings are revealing and help to inform what international school teachers believe about language and why they might believe this in order to establish a framework for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01