The institutionalized “ELL” label positioned labelled students as the Other, depriving them of access to agentive participation in the unit¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2020 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Despite opportunities to use multiple languages, Daniel was positioned as an ELL needing help, given peripheral tasks, and deprived of speaking and expressing. → Takeuchi 2020
Evidence¶
Takeuchi 2020¶
Takeuchi, M.A. (2020). Geopolitical configuration of identities and learning: Othering through the institutionalized categorization of “English language learners. Cognition and Instruction. Advance online publication https://doi.org/10.1080/07370008.2020.1825438
q2 · i? · qualitative · r3
Interactional analysis of video excerpts involving Daniel, a recently arrived immigrant student classified as an ELL. Iris gave directives, slowed her talk, offered amplified cues, and corrected his French, in a structure similar to “foreigner talk”; Daniel returned to playing with paper instead of the suggested task.
"Such discursive structures simultaneously perpetuate “ratiolinguistic ideologies that conflate certain racialized bodies with linguistic deficiency” (Flores & Rosa, 2015, p. 150). This chain of interaction positioned Iris as a more competent multilingual and Daniel as a learner of languages; in other words, this chain of interactions positioned Daniel as the Other who was deprived of speaking and expressing."
Discussion¶
Learner Variables¶
- English-Learner Status — predictor: learners who differ on it differ in outcomes
- Identity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Opportunities to gain the agentive identity of “agents of change” are intertwined with a macro- and meso-level geopolitical matrix of power — related
- Students positioned as leaders thickened an “agents of change” identity by using surveys, data, and graphs to convince others, including teachers — related
- Translanguaging practices briefly afforded multilingual participation, but this positioning did not endure across the unit — related
- Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ell-label-positioned-students-as-other |
title |
The institutionalized “ELL” label positioned labelled students as the Other, depriving them of access to agentive participation in the unit |
description |
The institutionalized “ELL” label positioned labelled students as the Other, depriving them of access to agentive participation in the unit |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — takeuchi-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.