Journey Through Perspectives: Exploring the Development of Mainstream Pre-service Teachers' Language Ideologies and Beliefs about Multilingual Learners

Abstract

The increasing number of multilingual learners (MLs) in the United States is placing the responsibility of teaching MLs on mainstream teachers nationwide. This shift underscores the urgent need to prepare all teachers to effectively instruct MLs. However, adequate preparation requires a deep understanding of the beliefs that pre-service teachers (PSTs) bring into the classroom, as these beliefs significantly influence their behavior and expectations of MLs. The present study aimed to look beyond previous studies on teachers’ beliefs and explore potential changes in pre-service mainstream teachers’ language ideologies and beliefs about MLs during their teacher education program. By doing so, the study sought to provide insights that could inform future teacher preparation programs and research. The research questions guiding this study focused on the beliefs PSTs hold regarding multilingualism and MLs, how these beliefs might evolve during their education program, and what factors influence these beliefs. A longitudinal mixed-method design was employed to achieve these objectives. Data were collected at different points during the program using a Likert-scale survey and interviews with PSTs. The survey provided quantitative data, which was analyzed using descriptive statistics, ANOVA, and paired sample t-tests. The interviews generated qualitative data, which were analyzed using thematic analysis. The study’s major findings revealed a general trend toward more favorable attitudes toward multilingualism and MLs over the course of the teacher education program. Factors such as gender, the grade level PSTs were preparing to teach, and experiences with diverse cultures and languages were found to significantly influence their beliefs. Additionally, the interviews highlighted the critical role of coursework and field experiences in shaping and shifting these beliefs. These findings underscore the importance of comprehensive teacher education programs that address the diverse needs of MLs and equip future teachers with the knowledge and skills necessary to support all students effectively.