The evolution of a pervasive negative view of immigrants and its role in classroom achievement in the United States is described in this paper; beginning in the crowded urban secondary classrooms of the 1800s, to IQ testing in the 1920s that identified many as morons, imbeciles, or idiots, and to an English‐only view that permeates public and political views of teaching and learning. It is argued that categories such as ELL are ill‐advised because they obscure diversity and inform neither instruction nor research because they are unidimensional and misrepresent important underlying diversity. It is argued that evidence‐based strategies should inform teaching and learning, but that evaluating research is the purview of teachers themselves, including conducting classroom‐based action research to test recommended strategies. Concludes with general guidelines to evaluate research.

中文翻译：

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英语学习者作为教学，研究和研究类别的后果

本文描述了普遍的负面移民观的演变及其在美国课堂成就中的作用。从1800年代拥挤的城市中学教室开始，到1920年代的智商测试（其中许多人是白痴，卑鄙的人或白痴），以及仅英语的观点渗透到公共和政治性的教与学观点中。有人认为，诸如ELL之类的分类是不明智的，因为它们掩盖了多样性，既没有指导性也没有为研究提供信息，因为它们是一维的，并且错误地代表了重要的基础多样性。有人认为以证据为基础的策略应该为教学提供指导，但是评估研究是教师自身的权限，包括进行基于课堂的行动研究以测试推荐的策略。