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ERIC Number: EJ1087586
Record Type: Journal
Publication Date: 2015-Dec
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0039-8322
"I Know I'm Generalizing But…": How Teachers' Perceptions Influence ESL Learner Placement
Riley, Tasha
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v49 n4 p659-680 Dec 2015
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A