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Preservice Teacher Study Abroad Language Immersion and Implicit and Explicit Beliefs About Dual Language Learners

Author

Listed:
  • Lucretia Octavia Tripp

    (Auburn University)

  • Jamie Harrison

    (Auburn University)

  • Angela Love

    (Auburn University)

Abstract

This study uses an Implicit Association Test and a self-report instrument of explicit beliefs to explore implicit and explicit beliefs and attitudes of pre-service teachers about DLLs. Study participants from one United States University in the Southeast were comprised of participants and non-participants of a study abroad language immersion experience. Overall, pre-service teachers in this study (n = 53) held balanced implicit attitudes about DLLs and positive explicit attitudes. Non-study abroad participants held negative explicit views of second language acquisition and lacked understanding of appropriate pedagogical choices for DLLs as compared to their study abroad participant counterparts.

Suggested Citation

  • Lucretia Octavia Tripp & Jamie Harrison & Angela Love, 2023. "Preservice Teacher Study Abroad Language Immersion and Implicit and Explicit Beliefs About Dual Language Learners," Journal of Education and Development, Julypress, vol. 7(2), pages 68-78, May.
    • Handle: RePEc:cxp:jededu:v:7:y:2023:i:2:p:68-78
    DOI: 10.20849/jed.v7i2.1346
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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