Beliefs of Recent Second Language Teacher Education (SLTE) Program Graduates Regarding Linguistic Diversity as a Professional Responsibility
Date of Award
Doctor of Education (EdD)
School of Education
Terry Huffman, Ph.D.
Scot Headley, Ph.D.
Dane Joseph Ph.D.
This research seeks to understand the beliefs of recent second language teacher education (SLTE) program graduates concerning the relationship between the English language teaching (ELT) profession and linguistic diversity. This relationship is explored within the context of professional responsibilities, and, more specifically, whether research participants consider ELT to have a professional responsibility to sustain linguistic diversity. Recent SLTE graduates comprise one sector of ELT from which to gauge the degree to which a professional responsibility is embraced within ELT endeavors to sustain linguistic diversity, in addition to the central aim of increasing the language proficiency of English learners. Any development within ELT for recognizing a relationship between language teaching and linguistic diversity should be evidenced both through expressed beliefs about a professional responsibility as well as identified connections to the teaching practices of professionals. SLTE programs are significant conveyors of ELT philosophy and practices, preparing English language teachers. Therefore, interviews with recent SLTE program graduates were conducted and analyzed to determine the beliefs concerning the role of the ELT profession in relation to linguistic diversity, including the teaching practices which reflect those expressed beliefs. In addition, an examination of how participants describe the role of their SLTE program in shaping their beliefs and teaching practices will also contribute to understanding any potential professional responsibility accepted and practiced by ELT in sustaining linguistic diversity.
Gordon, Darren C., "Beliefs of Recent Second Language Teacher Education (SLTE) Program Graduates Regarding Linguistic Diversity as a Professional Responsibility" (2017). Doctor of Education (EdD). 100.