Factors influencing preservice special education and early childhood general education teachers’ attitudes toward culturally linguistically diverse families
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the purpose of this study was to identify preservice teachers’ attitudes toward cld families with limited english proficiency and the relationship between preservice teachers’ attitudes and their cross-cultural experiences including speaking other languages, traveling and studying abroad, living in other countries, taking multicultural programs, and having other professional experiences. Sixty two preservice teachers at four universities completed teachers attitudes Survey toward culturally linguistically diverse families (tas-cldf). results revealed three findings: (a) preservice teachers had less positive attitudes toward cld families with limited English proficiency (b) there was no influence of multicultural programs and professional experiences on attitudes, and (c) preservice teachers who spoke other languages or traveled abroad had more positive attitudes than those who did not. Utilizing qualified interpreters, recruiting more students and faculty members with cld backgrounds, and providing comprehensive field experiences with cld students and their families are discussed.