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“I Know I m Generalizing but…” How Teachers’ Perceptions Influence ESL Learner Placement

“I Know I m Generalizing but…” How Teachers’ Perceptions Influence ESL Learner Placement

 Riley, Tasha.
 2015
 pages 659-680. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Riley, Tasha.
Nhan đề “I Know I m Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement / Tasha Riley.
Thông tin xuất bản 2015
Mô tả vật lý pages 659-680.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt This qualitative study focuses on the potential influence students’ English as a second language (ESL) status has on teachers’ placement decisions. Specifically, the study examines 21 teachers’ responses to and decisions regarding fictional student record cards. Findings reveal that some teachers’ placement decisions were influenced by factors beyond a student s academic achievement, such as a student s ethnicity or ESL status. This study demonstrates that even when teachers are asked to base their recommendations only on academic achievement, some teachers still attend to arbitrary factors such as a learner s group membership. Teacher educators may use these findings to sensitize teacher candidates to the implications of their unchecked stereotypes and biases.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Nguồn trích TESOL Quarterly- Volume 49, Issue 4, December 2015.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a This qualitative study focuses on the potential influence students’ English as a second language (ESL) status has on teachers’ placement decisions. Specifically, the study examines 21 teachers’ responses to and decisions regarding fictional student record cards. Findings reveal that some teachers’ placement decisions were influenced by factors beyond a student s academic achievement, such as a student s ethnicity or ESL status. This study demonstrates that even when teachers are asked to base their recommendations only on academic achievement, some teachers still attend to arbitrary factors such as a learner s group membership. Teacher educators may use these findings to sensitize teacher candidates to the implications of their unchecked stereotypes and biases.
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