The study draws on different lines of research on the influence of social and other information on the evaluation of language production in school contexts. On the one hand, names or other background information is well known to influence teachers and other gatekeepers’ evaluations, and on the other hand, code-switching and other non-standard features in pupils’ language production are also known to affect assessment outcomes not only of linguistic skills but also of general academic potential. Taking into account these two research traditions, this study investigates the influence of different ethnically marked names and code-switches on teachers’ evaluations of pupils’ oral proficiency in French as a foreign language. Three authentic oral texts were rerecorded once by inserting German words and once without such inserts. Additionally, these samples were presented either as stemming from a bilingual Swiss German native or from a multilingual Swiss-German Serbian boy. A total of 157 future teachers rated the speech samples with respect to different dimensions (fluency, correctness, but also the pupil’s academic potential in general). The analyses provide evidence for positive and negative stereotyping of the Serbian first name, and there is also an unexpected interaction with code-mixing into German: without insertional mixing, the texts with a Balkan name are perceived as being superior, but with such mixing this superiority is lost and turns into significantly lower assessment scores.
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