Pre-Service Teachers' Attitudes Toward Language Diversity

Description:

This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.

Creator(s): Leek, Patricia A.
Creation Date: August 2000
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 531
Past 30 days: 15
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Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2000
  • Digitized: July 6, 2007
Description:

This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): language diversity | Language Attitudes of Teachers Scale | interdisciplinary studies
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 47382558 |
  • ARK: ark:/67531/metadc2629
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Leek, Patricia A.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.