The present study was designed to: a) record teachers’ possible misconceptions about issues related to the conceptualization of bilingualism, b) identify their beliefs about bilingual children’s linguistic and cognitive development, c) reveal their views on educational practices in relation to bilingual children. The sample consisted of 195 preschool teachers assigned to public kindergartens in Northern Greece. A questionnaire, consisted of 45 closed form questions, was used as the basic instrument of data collection. The results of the study indicated that the participants share some common misconceptions and inconsistencies about certain issues related to bilingualism, and bilingual children’s linguistic and cognitive development. The findings could serve to establish a preliminary empirical base for the education and preparation of competent teachers who work with culturally and linguistically diverse student populations.
Αρχική » Περιοδικά-Συνέδρια » Griva, E, Dinas, K. & Stamou, A. 2013. A Record of Teachers’ Beliefs about Bilingualism and Language Development in Bilingual Preschool Children. Στο: Çeçe, E. (επιμ.) Studime Sociolinguistike, σσ. 114-124, Korçe
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