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The number of emergent bilingual (EB) students is expanding very quickly in U.S. schools. They are expected to enter an idealized mainstream classroom that does not make use of their cultural and linguistic diversity (Reeves, 2004). There is a lack of preparation for teachers to meet the needs of the increasingly diverse student population. Prior research has also shown that preservice teachers do not feel well-prepared to teach EBs (Durgunoglu & Hughes, 2010). Language ideologies are beliefs about the superiority or inferiority of specific languages, how languages are acquired, and language contact and multilingualism (Kroskrity, 2004). Many of the challenges that educators face in teaching minority students may not be due to technical or methodological issues. Rather, they are rooted in “unacknowledged discriminatory ideologies and practices” (Bartolomé, 2008, p. ix). This study employs a basic qualitative research design to explore elementary EC-6 generalist preservice teachers' (PSTs) language ideologies and the factors influencing them. Using data collected from semi-structured interviews and student work from a Second Language Methodology course, this study utilizes Braun and Clarke's (2006) six-process thematic analysis to identify themes; Ruíz's (1984, 2010) three language orientations framework to assess PSTs' ideological perspectives; and Bacon's (2020) trajectory of language ideologies framework to investigate underlying factors. The findings demonstrate that PSTs generally had conflicts between seeing student home languages as a problem and a resource. Pedagogical implications for teacher education programs and teaching practices are discussed.
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