Bi-Literacy and Motivation as Predictors of Bilingual Students' Talk during Classroom Discussion

Autor/inn/en	Griskell, Holly L.; Gámez, Perla B.; Lesaux, Nonie K.
Titel	Bi-Literacy and Motivation as Predictors of Bilingual Students' Talk during Classroom Discussion
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1665-1680 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1798870
Schlagwörter	Literacy; Bilingualism; Classroom Communication; Student Participation; Spanish; English (Second Language); Second Language Learning; Audio Equipment; Native Language; Student Attitudes; Questionnaires; Correlation; Student Motivation; Transfer of Training; Grade 6; Gender Differences; Reading Comprehension; Speech Communication; English Instruction; Language Arts + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Audio-CD; Schülerverhalten; Fragebogen; Korrelation; Schulische Motivation; Training; Transfer; Ausbildung; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Leseverstehen; English langauage lessons; Englischunterricht; Sprachkultur
Abstract	This study investigated the relations between bilingual students' amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on their reading and writing skills in both Spanish and English. Self-reported motivation was assessed using the Motivation for Classroom Discussion Questionnaire (MCD-Q). Audio-recordings of bilinguals' speech during their English Language Arts class period were used to measure amount of talk during classroom discussion. Results demonstrated that the relation between motivation and amount of talk during classroom discussion varied as a function of self-reported bi-literacy. At high levels of motivation, bi-literate students were more likely to engage in greater amounts of talk during classroom discussion than their non-bi-literate peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01