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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- analog study
- Experimental
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
- Pre-K - 6 (ages ~4-~12)
- Secondary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
214
Duration of Data Collection
Data Sources
- Document Analysis
- Standardized Assessments
Data Analysis Tools
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