Disclosure of information about English proficiency: preservice teachers’ presumptions about English language learners  

Oleh:

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

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 65 no. 01 (Jan. 2014), page 53-62.
Topik: bilingual/English language learners; diversity; language learners
Fulltext: Disclosure of Information About English Proficiency.pdf (271.54KB)

Isi artikel

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.

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