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.993-1031 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Umansky, Ilana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831221997571
Schlagwörter	English Language Learners; Labeling (of Persons); Kindergarten; Teacher Attitudes; Bilingual Education; English (Second Language); Second Language Learning; Children; Surveys; Longitudinal Studies; Equal Education; Elementary School Teachers; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Labeling-Ansatz; Lehrerverhalten; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01