| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: This qualitative quantitative study examined future teachers’ ideologies toward emergent bilinguals (EBs). Data were gathered through administration of Fitzsimmons-Doolan’s 2011 ideology dimensions survey at the beginning of an academic semester. At the end of the term, participants answered two open-ended questions. Results document that the future teachers mediated their philosophical stances as they examined the differences between topics in their university studies and prior experiences. Four themes that concerned the future teachers emerged in the data analysis: cultural assumptions, academic and affective needs, right to plurilingualism, curricular insights. The themes indicate that preparing teachers through an identity directed lens, empowers them and builds their agency.
Keywords: culturally responsive instruction, future teachers’ ideologies, emergent bilinguals, funds of knowledge, plurilingualism
Article Info: Received: 30 Jan 2024, Received in revised form: 25 Feb 2025, Accepted: 02 Mar 2025, Available online: 07 Mar 2025
DOI: 10.22161/ijtle.4.2.1
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