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English Learner Labeling: How English Learner Status Shapes Teacher Perceptions of Student Skills & the Moderating Role of Bilingual Instructional Settings

Ilana Umansky,
Hanna Dumont

Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students’ outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use coarsened exact matching to estimate the effect of EL status on teachers’ perceptions of students’ skills in language arts, math, science, and social studies in kindergarten through second grade. We further explore whether that impact is moderated by instructional setting (bilingual versus English immersion). We find evidence that EL classification results in lower teacher perceptions across content areas and grade levels. This impact is, however, moderated by bilingual environments. This study adds to research on teacher perceptions and the effects of EL classification. 

Keywords
Teacher perceptions, English learners, Coarsened exact matching, Bilingual education
Education level
K-12 Education
Topics
Student Learning
Tags
Multilingual learners,
Educator perceptions
Download 06/2019
Document Object Identifier (DOI)
10.26300/55tz-cm58
EdWorkingPaper suggested citation:
Umansky, Ilana, and Hanna Dumont. (). English Learner Labeling: How English Learner Status Shapes Teacher Perceptions of Student Skills & the Moderating Role of Bilingual Instructional Settings. (EdWorkingPaper: -94). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/55tz-cm58

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