Teachers' Language Bias: A Systematic Literature Review

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Understanding Teacher Beliefs, Evaluation, and Student Learning

Abstract

Language diversity is increasingly the norm in the United States classrooms. Similarly, there is a growing literature about teachers’ language attitudes, and how these beliefs impact their minority learners (MLs1). Our objective is to present a systematic research review of teachers’ linguistic bias, how it affects their perception of their MLs and influences their interaction with the students. We followed systematic literature review methods recommended by Cooper et al., (2010), and Alexander (2020). We found that most of the research indicates teacher negative linguistic bias, monolingual ideologies, and deficit perspectives of MLs. Research also reports that these biases negatively influence teachers’ interpretations of the students’ thinking and academic skills. Moreover, teachers’ linguistic biases adversely impact their pedagogical practices.

Authors

• Shaimaa A Scrivner, University of Houston

• Melissa A. Gallagher, University of Houston