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

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.

Reference

Cheatham, G. A., Jimenez-Silva, M., Wodrich, D. L., & Kasai, M. (2014). Disclosure of information about English proficiency: Preservice teachers’ presumptions about English language learners. Journal of Teacher Education, 65(1), 53–62. doi:10.1177/0022487113503687

Journal

Journal of Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

analog study
Experimental

Geographic Setting

Southwestern United States

Institutional Context

University based

Certification Level

Pre-K - 6 (ages ~4-~12)
Secondary
Special Education

Programatic Focus

ELLs
Urban Education

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

214

Duration of Data Collection

Data Sources

Document Analysis
Standardized Assessments

Data Analysis Tools

Statistical analysis

Researcher Positionality

Inside (studying their own programs)

Research Questions

Does increased access to information (i.e., about a hypothetical student’s English language proficiency) increase preservice teachers’ recognition that limited English proficiency is the likely cause of the student’s difficulties?
Is this research question explicit from the manuscript? Yes

Do these findings occur for general education and special education preservice teachers?
Is this research question explicit from the manuscript? Yes