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 journalArticle

8 Citations (Scopus)

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 2014

Fingerprint

English language
teacher
student
level of information
cause
special education
classroom
language
evaluation
education
Group

Keywords

  • bilingual/English language learners
  • diversity
  • language learners

ASJC Scopus subject areas

  • Education

Cite this

Disclosure of Information About English Proficiency : Preservice Teachers' Presumptions About English Language Learners. / Cheatham, Gregory A.; Jimenez-Silva, Margarita; Wodrich, David L.; Kasai, Masahiro.

In: Journal of Teacher Education, Vol. 65, No. 1, 01.2014, p. 53-62.

Research output: Contribution to journalArticle

Cheatham, Gregory A. ; Jimenez-Silva, Margarita ; Wodrich, David L. ; Kasai, Masahiro. / Disclosure of Information About English Proficiency : Preservice Teachers' Presumptions About English Language Learners. In: Journal of Teacher Education. 2014 ; Vol. 65, No. 1. pp. 53-62.
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