Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change

• Published in: Language teaching research : LTR Vol. 14; no. 3; pp. 318 - 337
• Main Author: Busch, Deborah
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.07.2010; Sage Publications Ltd
• Subjects: Attitude Change; Beginning Teachers; Beliefs; California; Change Agents; Course Content; Cultural Awareness; Curriculum development; Difficulty Level; Education Courses; English (Second Language); English as a second language; English as a second language instruction; Error Correction; Grammar; Introductory Courses; Language acquisition; Language change; Language Teachers; Learning Experience; Learning Strategies; Linguistics; Polls & surveys; Preservice Teacher Education; Professional Education; Role; Second Language Learning; Second language teachers; Student Attitudes; Student teachers; Surveys; Teacher attitudes; Teacher Characteristics; Teacher education; Teacher Education Programs; Teacher Educators; Teaching; Teaching Methods; Tutoring; Undergraduate Study; California; New York; United States > US; K-12 teacher education; beliefs about SLA; beliefs about language learning; assessment of teacher knowledge
• ISSN: 1362-1688; 1477-0954
• DOI: 10.1177/1362168810365239

This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers (n = 381) enrolled over a three-year period at a state university in California. Pre- to post-course paired sample t-tests that were run on 23 beliefs statements from a widely used survey revealed significant changes in beliefs in several areas including the length of time for acquisition, difficulty of language acquisition, the role of culture, the role of error correction, the importance of grammar, and the efficacy of audiolingual learning strategies. In extensive written post-course explanations, the pre-service teachers attributed their pre-course beliefs to language learning experience in high school and post-course changes in their beliefs to the SLA course content and experiential activities, most notably tutoring an ESL student (the first contact for some teachers). Depth of knowledge was revealed in the teacher comments; this included information that could not have been gleaned from the beliefs surveys alone. The findings, which demonstrated how pre-service teacher beliefs evolve within the context of a professional education course, have practical implications for course design and evaluation in teacher education programs.