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A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework

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A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-1-2012 A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework Kimberly K. Ilosvay Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Let us know how access to this document benefits ou.y Recommended Citation Ilosvay, Kimberly K., "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework" (2012). Dissertations and Theses. Paper 233. https://doi.org/10.15760/etd.233 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework by Kimberly K. Ilosvay A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Susan Lenski, Chair Samuel Henry Dot McElhone Jason Ranker Martha Balshem Portland State University ©2012 Linguistic Diversity i Abstract Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers’ role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge Linguistic Diversity ii of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed. Linguistic Diversity iii Dedication I would like to dedicate this dissertation to the best father in the world. Without his support, I would not be where I am today. I would not have finished this journey without his love and guidance throughout my lifetime. I would also like to dedicate this paper to my Nana. From the time when I was a young child, she encouraged me to pursue my dream of earning a doctorate. I told her in elementary school that I would someday become Dr. Kim. Now that I have earned the title, I want to thank my father and grandmother. Linguistic Diversity iv Acknowledgments I would not have made it through this extensive journey without the amazing support that I have received from family, friends, and even acquaintances. If I were to thank everyone by name, my acknowledgments would be as long as my dissertation. I am a truly blessed person! I will, however, name a few people who have put up with my many ups and downs over the past five years. My family has been tremendously important to my survival. My parents, husband, and children have helped me juggle many things during the journey. I must thank my eldest son, Robert, because without him, I would not be in the field of education. Anthony, my younger son, was the inspiration for my study of language use. I also want to thank my family for the endless discussions that revolved around my topic. I must also express my sincere appreciation for my committee. My chair, Dr. Lenski, was always able to find the perspective I could not see and challenge me to think about topics in new ways. Her amazing guidance helped me to fully develop my ideas. Dr. Henry spent much of his time encouraging and supporting my many endeavors relating to learning. He never doubted me, even when I was sure that he was wrong to rely on me. Dr. Ranker helped me to organize my thinking under a conceptual framework. His creative thinking also helped me formulate my thoughts more clearly. Even the new members of my committee were extremely helpful. Dr. McElhone was meticulous and exhaustive in her feedback. Her fresh eyes view and constructive criticism allowed me to continue to see my topic with new points of view. Dr. Balshem was helpful in the feedback of my instrument. Her approach helped me think about Linguistic Diversity v interview protocols and analysis of my data more systematically. I would have been even more overwhelmed with my data if not for her assistance with organization. As faculty is always busy, I appreciate the time that my committee took to guide me along the way. There are many other faculty members that have encouraged me and taken time out of their busy schedules to assist me. I want to thank my doctoral cohort and friends. My cohort, as well as other cohorts, was continuously supportive. I appreciate all of the feedback they have given me over the years. My friends must be thanked as well for listening to me work through the process of research and writing. Linguistic Diversity vi TABLE OF CONTENTS CHAPTER PAGE Abstract……………………………………………………………………………………i Dedication………………………………………………………………………………..iii Acknowledgments………………………………………………………………………..iv List of Tables…………………………………………………………………………….ix List of Figures……..……………………………………………………………………...x CHAPTER 1 INTRODUCTION ........................................................................................1 Statement of Problem and Purpose of Study ........................................................................ 12 CHAPTER 2 LITERATURE REVIEW ..........................................................................17 Harmony in Universal Tongues: Intercultural Communicative Competence .................. 17 Invisible Markers: Beliefs Systems ........................................................................................ 22 Nothing but the Facts Please: Linguistic Knowledge .......................................................... 26 You Will Know a Word by the Company it Keeps: A Psycholinguistic Perspective ..... 36 Language behind the Brow Ridge: A Neurolinguistic Perspective ................................... 43 Language Roots: A Sociolinguistics Perspective ................................................................. 53 In Celebration of Language: An Educational Linguistic Perspective................................ 62 Coursework and Beyond: A Teacher Preparation Program Perspective…….…………73 Summary .................................................................................................................................... 76 CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY .....................................82 Purpose of Study ....................................................................................................................... 82 Site Selection and Licensure Program Description .............................................................. 84 Participants ................................................................................................................................ 85 Linguistic Diversity vii Research Methodology ............................................................................................................ 87 Establishing the Validity of
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