1. What are the language attitudes of pre-service teachers before the intervention of the language unit as measured by a language Attitude Scale (LAS)?
| Hypothesis 1: Pre-service teachers will initially have a negative orientation towards language diversity/non-mainstream varieties of English before exposure to the language unit. |
2. Do pre-service teachers gain a greater understanding of linguistic concepts after the intervention of the language unit as measured by the pretest/posttest content exam?
| Hypothesis 2: Pre-service teachers will gain a greater understanding of linguistic concepts after the intervention of the language unit as measured by the pretest/posttest content test. |
3. Do pre-service teachers have a more positive orientation toward language diversity/non-mainstream varieties of English after the intervention of the language unit as measured by the pretest/posttest LAS?
| Hypothesis 3: Pre-service teachers will have a more positive orientation toward language diversity/non-mainstream varieties of English after the intervention of the language unit as measured by the pretest/posttest Language Attitude Scale (LAS). |
4. How do demographic variables affect differences toward language diversity/non-mainstream varieties of English?
| Hypothesis 4: Five variables including age, ethnicity, travel experience, languages spoken and languages studied will affect attitudes toward language diversity/non-mainstream varieties of English. |
How are linguistic concepts, attitudes, and beliefs expressed by pre-service teachers over the course of an 8 hour language unit intervention as recorded by progressive on-line discussion board texts?
How does the teacher-educator address these concepts and attitudes as recorded by on-line discussion board texts?
What dialogic evidence is there to support that the intervention of the language unit changed how the pre-service teachers perceive language variety?
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