Contexts for Self- and Co-Regulated Learning in a Dual-Language Elementary School Classroom

Autor/inn/en	Cerda, Janet; Bailey, Alison L.; Heritage, Margaret
Titel	Contexts for Self- and Co-Regulated Learning in a Dual-Language Elementary School Classroom
Quelle	In: Language and Education, 34 (2020) 5, S.407-424 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cerda, Janet) ORCID (Bailey, Alison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1751194
Schlagwörter	Metacognition; Bilingual Education; Elementary School Students; Teaching Methods; Case Studies; Spanish; English (Second Language); Second Language Learning; Grade 4; Grade 5; Teacher Attitudes; Student Attitudes; Classroom Environment; Learning Strategies; Community Schools; Poverty Areas; Elementary School Teachers; Mathematics Instruction; Writing Instruction; California + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Schülerverhalten; Klassenklima; Unterrichtsklima; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Community school; ; Gemeindeschule; Gemeinschaftsschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Schreibunterricht; Kalifornien
Abstract	Using a qualitative case study design and applying a sociocultural theoretical perspective, support for self- and co-regulated learning in an elementary Spanish and English dual-language classroom was documented. The multi-age classroom comprised 33 students acquiring English and Spanish, at school (52% female students; 20 fourth grade and 13 fifth grade students; 28 dual-language learners). Spanish was the home language for most students. Four classroom observations of mathematics and writing instruction periods and three in-depth teacher interviews were collected over a five-month period. Analyses of inductive, deductive and thematic coding characterize the teacher's and students' interactions that worked to support student self-and co-regulated learning of the two languages. Findings suggest that flexible learning contexts coupled with communicative activities provide a classroom microculture that affords students opportunities to become more regulated (i.e. setting own learning goals, reflective of strategies) learners of English and Spanish. These results have implications for practice, informing educators about instructional methods that support self- and co-regulated language learning in dual-language environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01