Teachers' Language Attitudes and Bidialectalism

Teachers' Language Attitudes and Bidialectalism

The roles of teacher language attitudes in school programs are reviewed & the significance of teacher attitudes confirmed. The analysis indicates that the teachers' beliefs have an enormous -- probably critical -- importance in developing the clasroom's sociolinguistic environment, as...

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Veröffentlicht in:International journal of the sociology of language 1976-01, Vol.8, p.77-91
Hauptverfasser: Moses, Rae A, Daniels, Harvey A, Gundlach, Robert A
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Sprache:eng
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Attitude/Attitudes/Attitudinal
Bilingual/Bilingualism
Dialect/Dialects
Education/Educational/Educator/ Educators/ Educationally
Language/Languages
Teacher/Teachers
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container_title International journal of the sociology of language
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creator Moses, Rae A
Daniels, Harvey A
Gundlach, Robert A
description The roles of teacher language attitudes in school programs are reviewed & the significance of teacher attitudes confirmed. The analysis indicates that the teachers' beliefs have an enormous -- probably critical -- importance in developing the clasroom's sociolinguistic environment, as well as in the success or failure of nonabsolutist school language programs. New approaches to working with children's language -- like bidialectalism -- do in fact demand substantial changes in teachers' language attitudes. Unfortunately, such changes are extremely unlikely to occur in the near future. Any language program containing, as a prerequisite, an alteration in the language attitudes of teachers must take into account the massive, persistent factors working against this goal. Modified HA
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source Sociological Abstracts; De Gruyter journals
subjects Attitude/Attitudes/Attitudinal
Bilingual/Bilingualism
Dialect/Dialects
Education/Educational/Educator/ Educators/ Educationally
Language/Languages
Teacher/Teachers
title Teachers' Language Attitudes and Bidialectalism
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