An investigation of teacher candidates' ideologies towards emergent bilingual students

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.