Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals

Marilyn Nicol; Julia Sainz

doi:doi:10.11648/j.edu.20261505.15

Research Article |

| Peer-Reviewed

Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals

Marilyn Nicol^*

, Julia Sainz

Published in Education Journal (Volume 15, Issue 5)

Received: 24 September 2026 Accepted: 8 October 2026 Published: 29 October 2026

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study examined how cooperating teachers’ (CTs’) beliefs about language and emergent bilinguals relate to and change alongside the beliefs of student teachers (STs) during the student teaching experience. Grounded in associative diffusion theory, the study conceptualized the cooperating teacher–student teacher relationship as a context in which beliefs about language, linguistic diversity, and instructional practice may be negotiated and transformed. Using a quantitative correlational design, the study followed five cooperating teachers and five student teachers in an educator preparation program and a partnering school district in central Texas across a four-month student teaching semester. Participants completed a language attitudes survey at three points during the semester. Descriptive statistics and Spearman’s rank-order correlations were used to examine patterns of beliefs and relationships between CTs and STs over time. Findings highlight the student teaching placement as an important site of teacher belief formation and suggest that teacher education programs should intentionally examine language ideologies before and during clinical experiences. Structured opportunities for CTs and STs to discuss assumptions about linguistic diversity, examine instructional beliefs, and engage in collaborative inquiry may help prevent the unexamined reproduction of deficit-oriented perspectives and support more linguistically responsive practices for emergent bilinguals.

Published in	Education Journal (Volume 15, Issue 5)
DOI	10.11648/j.edu.20261505.15
Page(s)	233-246
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Emergent Bilinguals, English as a Second Language, Teacher Preparation, Language Perceptions

References

[1]	Al?Bataineh, A., & Gallagher, K. (2018). Attitudes towards translanguaging: How future teachers perceive the meshing of Arabic and English in children’s storybooks. International Journal of Bilingual Education and Bilingualism, 24(3), 386–400. https://doi.org/10.1080/13670050.2018.1471039
[2]	Badia, A., & Clarke, A. (2021). The practicum?mentor identity in the teacher education context. Teaching Education, 33(4), 355–371. https://doi.org/10.1080/10476210.2021.1920910
[3]	Bennett, C., Niggle, T. and Stage, F. (1990). Preservice multicultural teacher education: Predictors of student readiness. Teaching & Teacher Education, 6(4): 243–254.
[4]	Bernstein, K. A., Anderson, K. T., Close, K., & Rodriguez Martinez, S. (2023). Teacher beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking. International Multilingual Research Journal, 17(3), 191-219.
[5]	Darling?Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley and Sons.
[6]	Garrity, S., Aquino?Sterling, C. R., Van Liew, C., & Day, A. (2018). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism, 21(2), 179–196. https://doi.org/10.1080/13670050.2016.1148113
[7]	Goldberg, A., & Stein, S. K. (2018). Beyond social contagion: Associative diffusion and the emergence of cultural variation. American Sociological Review, 83(5), 897–932.
[8]	Goldhaber, D., Krieg, J. M., Naito, N., & Theobald, R. (2020). Making the most of student teaching: The importance of mentors and scope for change. Education Finance and Policy, 15(3), 581–591. https://doi.org/10.1162/edfp_a_00305
[9]	Hamilton, A. C., & Riley, J. F. (1999). Shared perceptions: how interns and their cooperating teachers view concerns facing interns. Action in Teacher Education (Association of Teacher Educators), 21(1), 97–107.
[10]	Herrera?Mosquera, L. & Tovar?Perdomo, A. (2017). Personal and Academic Aspects That Contributed to the Development of the English Language Competence of Students from a Language Teacher Education Program. English Language Teaching, 10(10), 140–152.
[11]	Iversen, J. Y. (2021). Negotiating language ideologies: Pre?service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism, 18(3), 421–434. https://doi.org/10.1080/14790718.2019.1612903
[12]	Kasperbauer, H. J., & Roberts, T. G. (2007). Influence of the relationship between the student teacher and cooperating teacher on student teacher’s decision to enter teaching. Journal of Agriculture Education 48(1), 1–12.
[13]	Kim, S. H., & Shin, H. W. (2021). Second language learners’ self?efficacy and English achievement: The mediating role of integrative motivation. English Teaching & Learning, 45(3), 325?338.
[14]	Kosimov, A. (2021). The impact of self?efficacy in enhancing English proficiency among Uzbek high school students. British View, 6(1).
[15]	Kroskrity, P. (2010). Language ideologies. In J. Östman & J. Verschueren (Eds.), Handbook of Pragmatics (Vol. 14, pp. 1–24). John Benjamins.
[16]	Lee, G., & Zhang, J. (2025). Teacher candidates’ language beliefs and their self?efficacy to teach emergent bilinguals. Teachers and Teaching, 31(4), 656–677. https://doi.org/10.1080/13540602.2023.2282480
[17]	Lesley, M. K., Hamman, D., Olivarez, A., Button, K., & Griffith, R. (2009). “I’m Prepared for Anything Now”: Student Teacher and Cooperating Teacher Interaction as a Critical Factor in Determining the Preparation of “Quality” Elementary Reading Teachers. Teacher Educator, 44(1), 40–55. https://doi?org.southwesternu.idm.oclc.org/10.1080/08878730802521058
[18]	Pacheco, M. B., Kang, H., & Hurd, E. (2019). Scaffolds, signs, and bridges: Language ideologies and translanguaging in student?teaching experiences. Bilingual Research Journal, 42(2), 194–213. https://doi.org/10.1080/15235882.2019.1596179
[19]	Park?Johnson, S. K. (2020). Teachers’ attitudes and beliefs about code?mixing by bilingual students. Educational Studies, 56(2), 125–144. https://doi.org/10.1080/00131946.2019.1694026
[20]	Parks, P. (2023). Pas De Deux: The Complicated Relationship between Cooperating Teachers and Preservice Teachers. McGill Journal of Education, 58(3), 10–29. https://doi?org.southwesternu.idm.oclc.org/10.26443/mje/rsem.v58i3.10136
[21]	Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self?Efficacy in Second/Foreign Language Learning Contexts. English Language Teaching, 5(11), 60–73.
[22]	Ürün, M., Demir, C., & Akar, H. (2014). A Study on ELT High School Teachers' Practices to Foster Learner Autonomy. Journal of Language Teaching and Research, 5(4), 825–836.
[23]	Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130–160.

Cite This Article

Plain Text BibTeX RIS

APA Style

Nicol, M., Sainz, J. (2026). Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Education Journal, 15(5), 233-246. https://doi.org/10.11648/j.edu.20261505.15

Copy | Download

ACS Style

Nicol, M.; Sainz, J. Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Educ. J. 2026, 15(5), 233-246. doi: 10.11648/j.edu.20261505.15

Copy | Download

AMA Style

Nicol M, Sainz J. Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Educ J. 2026;15(5):233-246. doi: 10.11648/j.edu.20261505.15

Copy | Download

@article{10.11648/j.edu.20261505.15,
  author = {Marilyn Nicol and Julia Sainz},
  title = {Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals},
  journal = {Education Journal},
  volume = {15},
  number = {5},
  pages = {233-246},
  doi = {10.11648/j.edu.20261505.15},
  url = {https://doi.org/10.11648/j.edu.20261505.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261505.15},
  abstract = {This study examined how cooperating teachers’ (CTs’) beliefs about language and emergent bilinguals relate to and change alongside the beliefs of student teachers (STs) during the student teaching experience. Grounded in associative diffusion theory, the study conceptualized the cooperating teacher–student teacher relationship as a context in which beliefs about language, linguistic diversity, and instructional practice may be negotiated and transformed. Using a quantitative correlational design, the study followed five cooperating teachers and five student teachers in an educator preparation program and a partnering school district in central Texas across a four-month student teaching semester. Participants completed a language attitudes survey at three points during the semester. Descriptive statistics and Spearman’s rank-order correlations were used to examine patterns of beliefs and relationships between CTs and STs over time. Findings highlight the student teaching placement as an important site of teacher belief formation and suggest that teacher education programs should intentionally examine language ideologies before and during clinical experiences. Structured opportunities for CTs and STs to discuss assumptions about linguistic diversity, examine instructional beliefs, and engage in collaborative inquiry may help prevent the unexamined reproduction of deficit-oriented perspectives and support more linguistically responsive practices for emergent bilinguals.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals
AU  - Marilyn Nicol
AU  - Julia Sainz
Y1  - 2026/10/29
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261505.15
DO  - 10.11648/j.edu.20261505.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 233
EP  - 246
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261505.15
AB  - This study examined how cooperating teachers’ (CTs’) beliefs about language and emergent bilinguals relate to and change alongside the beliefs of student teachers (STs) during the student teaching experience. Grounded in associative diffusion theory, the study conceptualized the cooperating teacher–student teacher relationship as a context in which beliefs about language, linguistic diversity, and instructional practice may be negotiated and transformed. Using a quantitative correlational design, the study followed five cooperating teachers and five student teachers in an educator preparation program and a partnering school district in central Texas across a four-month student teaching semester. Participants completed a language attitudes survey at three points during the semester. Descriptive statistics and Spearman’s rank-order correlations were used to examine patterns of beliefs and relationships between CTs and STs over time. Findings highlight the student teaching placement as an important site of teacher belief formation and suggest that teacher education programs should intentionally examine language ideologies before and during clinical experiences. Structured opportunities for CTs and STs to discuss assumptions about linguistic diversity, examine instructional beliefs, and engage in collaborative inquiry may help prevent the unexamined reproduction of deficit-oriented perspectives and support more linguistically responsive practices for emergent bilinguals.
VL  - 15
IS  - 5
ER  -

Copy | Download

Author Information

Marilyn Nicol

Education Department, Southwestern University, Georgetown, United States

Contact Email

http://orcid.org/0009-0005-9065-8205
Julia Sainz

Education Department, Southwestern University, Georgetown, United States

Contact Email

http://orcid.org/0009-0002-5207-5584

Download PDF

Submit an Article

Sections

Plain Text BibTeX RIS

APA Style

Nicol, M., Sainz, J. (2026). Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Education Journal, 15(5), 233-246. https://doi.org/10.11648/j.edu.20261505.15

Copy | Download

ACS Style

Nicol, M.; Sainz, J. Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Educ. J. 2026, 15(5), 233-246. doi: 10.11648/j.edu.20261505.15

Copy | Download

AMA Style

Nicol M, Sainz J. Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals. Educ J. 2026;15(5):233-246. doi: 10.11648/j.edu.20261505.15

Copy | Download

@article{10.11648/j.edu.20261505.15,
  author = {Marilyn Nicol and Julia Sainz},
  title = {Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals},
  journal = {Education Journal},
  volume = {15},
  number = {5},
  pages = {233-246},
  doi = {10.11648/j.edu.20261505.15},
  url = {https://doi.org/10.11648/j.edu.20261505.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261505.15},
  abstract = {This study examined how cooperating teachers’ (CTs’) beliefs about language and emergent bilinguals relate to and change alongside the beliefs of student teachers (STs) during the student teaching experience. Grounded in associative diffusion theory, the study conceptualized the cooperating teacher–student teacher relationship as a context in which beliefs about language, linguistic diversity, and instructional practice may be negotiated and transformed. Using a quantitative correlational design, the study followed five cooperating teachers and five student teachers in an educator preparation program and a partnering school district in central Texas across a four-month student teaching semester. Participants completed a language attitudes survey at three points during the semester. Descriptive statistics and Spearman’s rank-order correlations were used to examine patterns of beliefs and relationships between CTs and STs over time. Findings highlight the student teaching placement as an important site of teacher belief formation and suggest that teacher education programs should intentionally examine language ideologies before and during clinical experiences. Structured opportunities for CTs and STs to discuss assumptions about linguistic diversity, examine instructional beliefs, and engage in collaborative inquiry may help prevent the unexamined reproduction of deficit-oriented perspectives and support more linguistically responsive practices for emergent bilinguals.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Beliefs in Motion: How Educators Influence One Another's Perspectives on Emergent Bilinguals
AU  - Marilyn Nicol
AU  - Julia Sainz
Y1  - 2026/10/29
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261505.15
DO  - 10.11648/j.edu.20261505.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 233
EP  - 246
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261505.15
AB  - This study examined how cooperating teachers’ (CTs’) beliefs about language and emergent bilinguals relate to and change alongside the beliefs of student teachers (STs) during the student teaching experience. Grounded in associative diffusion theory, the study conceptualized the cooperating teacher–student teacher relationship as a context in which beliefs about language, linguistic diversity, and instructional practice may be negotiated and transformed. Using a quantitative correlational design, the study followed five cooperating teachers and five student teachers in an educator preparation program and a partnering school district in central Texas across a four-month student teaching semester. Participants completed a language attitudes survey at three points during the semester. Descriptive statistics and Spearman’s rank-order correlations were used to examine patterns of beliefs and relationships between CTs and STs over time. Findings highlight the student teaching placement as an important site of teacher belief formation and suggest that teacher education programs should intentionally examine language ideologies before and during clinical experiences. Structured opportunities for CTs and STs to discuss assumptions about linguistic diversity, examine instructional beliefs, and engage in collaborative inquiry may help prevent the unexamined reproduction of deficit-oriented perspectives and support more linguistically responsive practices for emergent bilinguals.
VL  - 15
IS  - 5
ER  -

Copy | Download