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Teachers' Attitudes and Beliefs About Code-Mixing by Bilingual Students.
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- Author(s): Park-Johnson, Sunny K.1
- Source:
Educational Studies. Mar/Apr2020, Vol. 56 Issue 2, p125-144. 20p. 9 Charts, 1 Graph.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Teachers' attitudes and beliefs toward student behavior can have a profound effect on how students in their classroom are viewed. This study investigated teachers' perceptions of code-mixing, or the use of two or more languages in speech, by bilingual and emergent bilingual learners in their classrooms. One hundred and twenty-eight PK-12 teachers in the U.S. rated statements about students' code-mixing. Results indicated that while teachers had positive views about code-mixing in general, they had more negative ratings for statements related to the effect of code-mixing on student performance and why students code-mix. Findings also revealed that having bilingual and/or English as a second language credentials are the only factor among other demographic and background variables that significantly predicts positive views on code-mixing. This study contributes to the literature on teacher beliefs and attitudes about their bilingual students who engage in this language practice. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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