A Descriptive Study of Individual-Level Factors That Influence Secondary Content Teacher Language Ideologies
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Summer 2023
Abstract
This quantitative study investigates the influence of individual-level factors on the linguistic ideologies of content teachers at the secondary level, using a conceptual replication of the Beliefs About Language Survey psychometrically validated by Fitzsimmons-Doolan in 2011. Drawing on a sociocultural lens of language ideologies, the study aims to understand how to support the academic advancement of emergent bilinguals and provide guidance for educational stakeholders on professional development and policy reform. The study uses a non-experimental descriptive design to explore the relationship between individual-level factors and language ideologies. The survey responses were collected through a Qualtrics tool and targeted Texas teachers’ group members via a Facebook advertising campaign. Descriptive statistics, factor analysis, and inferential statistics were used to analyze the data collected from eligible participants. The findings reveal that certain individual-level factors, including gender, age, political affiliation, content taught, and years of teaching experience, significantly influence teacher language ideologies.
Advisor
Sarah Guthery
Subject Categories
Bilingual, Multilingual, and Multicultural Education | Education | Secondary Education
Recommended Citation
Valentín-Rosas, Yashira M., "A Descriptive Study of Individual-Level Factors That Influence Secondary Content Teacher Language Ideologies" (2023). Electronic Theses & Dissertations. 1118.
https://digitalcommons.tamuc.edu/etd/1118
