Considering the Social-Emotional Well-Being of Multilingual Learners: A Comparative Case Study across Program Models

Autor/inn/en	Heineke, Amy J.; Vera, Elizabeth M.; Guo, Wenjin; Kaye, Joseph; Elliott, Joseph
Titel	Considering the Social-Emotional Well-Being of Multilingual Learners: A Comparative Case Study across Program Models
Quelle	In: Elementary School Journal, 123 (2023) 4, S.599-624 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/723028
Schlagwörter	Well Being; Elementary School Students; Middle School Students; English Language Learners; Peer Relationship; Teacher Student Relationship; Social Emotional Learning; Educational Environment; Bilingual Education; Bilingual Students + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bilingual teaching; Bilingualer Unterricht
Abstract	This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students' social-emotional well-being across schools and within different bilingual program models, seeking to determine the structures and practices that nurture positive facets or perpetuate negative facets of student well-being. Findings indicate that interactions with peers and adults in schools influence students' social-emotional well-being, with program-model variations, community demographics, and societal discourse shaping these in-school experiences, relationships, and sentiments. Implications center on critical consideration of bilingual program-model implementation to prepare teachers, promote schoolwide integration, prioritize home languages, and nurture inclusive communities. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01