English learner labeling. How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings.

Autor/inn/en	Umansky, Ilana M.; Dumont, Hanna
Titel	English learner labeling. How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings.
Quelle	In: American educational research journal, 58 (2021) 5, S. 993-1031Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831221997571
Schlagwörter	Längsschnittuntersuchung; Einstellung (Psy); Wahrnehmung; Grundschule; Kind; Kindergarten; Längsschnittuntersuchung; Lehrer; Mehrsprachigkeit; Schüler; Wahrnehmung; USA; Wirkung; Lesekompetenz; Kind; Vorschulalter; Kindergarten; Schuljahr 01; Schuljahr 02; Grundschule; Lehrer; Schüler; Schülerleistung; Bilingualer Unterricht; Mehrsprachigkeit; Englisch als Zweitsprache; Lesekompetenz; Naturwissenschaftliche Kompetenz; Einflussfaktor; Wirkung; USA
Abstract	Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers' perceptions of students' academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2