Labeling English Learners: Teachers' Perceptions and Implications

Autor/in	Byfield, Lavern
Titel	Labeling English Learners: Teachers' Perceptions and Implications
Quelle	In: International Journal of Education and Literacy Studies, 7 (2019) 4, S.69-75 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	English Language Learners; Labeling (of Persons); Bilingualism; Teacher Attitudes; Hispanic American Students; Language Proficiency; Race; Ethnicity; Teaching Methods; English (Second Language); Classroom Techniques; Grounded Theory; Elementary School Teachers; Elementary School Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Labeling-Ansatz; Bilingualismus; Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Rasse; Abstammung; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In the U.S., given the growing number of students who are speakers of languages other than English, this article brings attention to a need for a nuanced perspective on the definition of English learners. The study was designed to investigate teachers' perceptions of English learners and the implications for classroom instruction. Teachers classified English learners as Latinos and conflated race and ethnicity with language proficiency. Although Amish students were included on classroom demographic forms, race/ethnicity and language were confused in teachers' explanations of their accommodations for linguistically diverse students. In conflating language with race/ethnicity there are several implications for the Latina/o community and likewise for White bilingual communities with mostly deficit frames that are enacted in pedagogy for Latinos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01