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A STUDY OF LANGUAGE ATTITUDES OF SELECTED TEACHERS K-12 IN FIVE ARKANSAS COMMUNITIES (K-TWELVE)
Abstract
This experimental study used a questionnaire to measure whether teachers were using prescriptivist or descriptivist ideology to evaluate the oral or written language performance of Black Students or others assigned to remedial English in grades K-12 in the State of Arkansas. It asked whether or not those teacher perceptions were shaped by research in sociolinguistics and English education. The research focused upon areas identified by research from sociolinguistics and English education and interviews with language arts teachers (K-12). These areas were organized into the following scales: fluency, genetic heritage, language competence, language learning, exposure, politics, achievement tests, motivation, placement, Black English, remedial English. Demographic data listed the respondents' age, sex, race, level and area of teaching assignment, education, specialized training (reading, composition, and linguistics), experience, involvement in professional organizations, and subscription to professional journals. The purpose of the demographic data was to determine which factors most significantly influenced the scales. SPSS supplied the statistical analyses (Frequency Distribution, Analysis of Variance, Test of Significance, and Multiple Classification Analysis). The results of the study suggest that in their attitudes toward Black English the teachers in the sample are not consistent with the findings of recent research in sociolinguistics and English education.
Subject Area
Curricula|Teaching
Recommended Citation
JORDAN, KATHLEEN NORRIS, "A STUDY OF LANGUAGE ATTITUDES OF SELECTED TEACHERS K-12 IN FIVE ARKANSAS COMMUNITIES (K-TWELVE)" (1983). ETD collection for University of Nebraska-Lincoln. AAI8412308.
https://digitalcommons.unl.edu/dissertations/AAI8412308