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

Lucretia Octavia Tripp, Jamie Harrison and Angela Love
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Lucretia Octavia Tripp: Auburn University
Jamie Harrison: Auburn University
Angela Love: Auburn University

Journal of Education and Development, 2023, vol. 7, issue 2, 68-78

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.

Keywords: dual language learners; bias; implicit association test; preservice teacher beliefs; study abroad; language immersion experience; practicum (search for similar items in EconPapers)
JEL-codes: I21 I24 J13 Z13 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:cxp:jededu:v:7:y:2023:i:2:p:68-78

DOI: 10.20849/jed.v7i2.1346

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