Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

Autor/inn/en	Kibler, Amanda K.; Molloy Elreda, Lauren; Hemmler, Vonna L.; Arbeit, Miriam R.; Beeson, Rebecca; Johnson, Haley E.
Titel	Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.676-715 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218803872
Schlagwörter	Teacher Role; Peer Relationship; English Language Learners; English Instruction; Social Networks; Middle School Students; Mathematics Instruction; Early Adolescents; Language Proficiency; Student Diversity; Bilingual Students; Multilingualism; Classroom Techniques; Language Arts; English (Second Language); Classroom Environment; Sense of Community; Language Attitudes; Positive Reinforcement; Teacher Student Relationship; Humor; Positive Behavior Supports; Social Discrimination; Academic Achievement; West Virginia + Suchen Sie Ihr Suchwort? Lehrerrolle; Peer-Beziehungen; English langauage lessons; Englischunterricht; Social network; Soziales Netzwerk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Klassenführung; Sprachkultur; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenklima; Unterrichtsklima; Sprachverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Humoristische Darstellung; Soziale Benachteiligung; Soziale Schließung; Schulleistung
Abstract	Adolescents' peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers' classroom practices relate to differences in the linguistic integration of students' academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01