Understanding the Socioemotional Worlds of English Learners: A Retrospective Study

Autor/inn/en	Vera, Elizabeth; Hook, Kimberly; Daskalova, Plamena; Hill, Lincoln; Galvin, Sarah; Fritsche, Sarah; Catellier, Jessica; Haywood, Shaakira; Raziuddin, Abdul; Anderson, Bernasha; Roche, Meghan; Floro, Marissa; Mutuyemariya, Celine; Thomas, Kathryn; Heerwagen, Kathryn; Camacho, Daniel; Boots, Tonya; Gruber, Elisabeth Ondrey
Titel	Understanding the Socioemotional Worlds of English Learners: A Retrospective Study
Quelle	In: Journal of Educational & Psychological Consultation, 28 (2018) 2, S.137-163 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2017.1305279
Schlagwörter	Social Experience; Emotional Experience; Student Experience; English Language Learners; Bilingual Students; Bilingual Education; Alumni; Cultural Pluralism; Sensitivity Training; Student Needs; Bullying; Social Isolation; Self Disclosure (Individuals); Student Motivation; Achievement Need; Interpersonal Relationship; Sense of Community; Correlation; Outcomes of Education; Social Support Groups; Predictor Variables; Questionnaires; Rating Scales; Ethnicity; Self Concept Measures; Teacher Student Relationship; Mixed Methods Research; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Soziale Erfahrung; Studienerfahrung; Bilingual teaching; Bilingualer Unterricht; Kulturpluralismus; Sensitivitätstraining; Mobbing; Soziale Isolation; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Lernleistung; Schulerfolg; Social support; Soziale Unterstützung; Prädiktor; Fragebogen; Rating-Skala; Ethnizität; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a source of motivation to achieve. Participants with greater numbers of negative experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belonging. School- based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms was correlated with negative affect. Support from school and family along with ethnic identity and sense of connection to ethnic community were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01