Disclosure of Information About English Proficiency: Preservice Teachers' Presumptions About English Language Learners

Gregory A. Cheatham, Margarita Jimenez-Silva, David L. Wodrich, Masahiro Kasai

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The purpose of this analog study was to determine if increased access to information about a hypothetical English Language Learner (ELL) students' language proficiency increased preservice teachers' recognition that limited English proficiency is the likely cause of student difficulties. We find that the provision of increasing levels of information about the student's English proficiency was associated with preservice teachers' recognition that limited English proficiency was the likely cause of the student's classroom difficulties. We also find no differences between groups based on preservice teachers' education major. This study has implications for avoiding inappropriate referrals for special education evaluation and appropriately meeting ELL students' instructional needs.

Original languageEnglish (US)
Pages (from-to)53-62
Number of pages10
JournalJournal of Teacher Education
Volume65
Issue number1
DOIs
StatePublished - Jan 1 2014

Keywords

  • bilingual/English language learners
  • diversity
  • language learners

ASJC Scopus subject areas

  • Education

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