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Clark-Goff, Kylah, Eslami, Zohreh. (1395). Exploring Change in Preservice Teachers’ Beliefs about English Language Learning and Teaching. پژوهش های میوه کاری, 4(Issue 3 (Special Issue)), 21-36. doi: 10.30466/ijltr.2016.20352
Kylah Clark-Goff; Zohreh Eslami. "Exploring Change in Preservice Teachers’ Beliefs about English Language Learning and Teaching". پژوهش های میوه کاری, 4, Issue 3 (Special Issue), 1395, 21-36. doi: 10.30466/ijltr.2016.20352
Clark-Goff, Kylah, Eslami, Zohreh. (1395). 'Exploring Change in Preservice Teachers’ Beliefs about English Language Learning and Teaching', پژوهش های میوه کاری, 4(Issue 3 (Special Issue)), pp. 21-36. doi: 10.30466/ijltr.2016.20352
Clark-Goff, Kylah, Eslami, Zohreh. Exploring Change in Preservice Teachers’ Beliefs about English Language Learning and Teaching. پژوهش های میوه کاری, 1395; 4(Issue 3 (Special Issue)): 21-36. doi: 10.30466/ijltr.2016.20352

Exploring Change in Preservice Teachers’ Beliefs about English Language Learning and Teaching

Iranian Journal of Language Teaching Research
مقاله 4، دوره 4، Issue 3 (Special Issue)، دی 2016، صفحه 21-36    اصل مقاله (1.01 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2016.20352
نویسندگان
Kylah Clark-Goff1؛ Zohreh Eslami* 2
1Tarleton State University, US
2Texas A & M University, US
چکیده
The beliefs a teacher carries into the classroom are a strong predictor of behaviour and, thus, have educational implications. With more English Language Learners (ELLs) worldwide, in mainstream classrooms in English speaking countries and in content-based classes in other countries around the globe than ever before, it is essential that preservice teachers’ beliefs about these students are understood and, when possible, altered to ensure positive and productive educational experiences. This study examined the initial language learning beliefs and attitudes toward ELLs among 354 pre-service teachers in a large public university and compared it to their beliefs after their ESL related coursework. The findings demonstrate beliefs about ELLs can be changed, influencing preservice teachers’ practices in future classrooms. Survey data collected before and after specific coursework revealed a significant shift in preservice teachers’ beliefs, indicating more alignment with current research and sound educational practice. Semi-structured focus-group interviews provided supporting evidence. These findings suggest pre-service teachers need evidence-based coursework in language development and language learning processes to overcome misconceptions regarding ELLs.
کلیدواژه‌ها
belief change؛ English language learners؛ preservice teachers
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