Ethnicity and English Proficiency: Teacher Perceptions of Academic and Interpersonal Competence in European American and Latino Students

Autor/inn/en	Edl, Heather M.; Jones, Martin H.; Estell, David B.
Titel	Ethnicity and English Proficiency: Teacher Perceptions of Academic and Interpersonal Competence in European American and Latino Students
Quelle	In: School Psychology Review, 37 (2008) 1, S.38-45 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Ethnicity; English (Second Language); Second Language Learning; Bilingual Education; Teacher Attitudes; Academic Achievement; Discriminant Analysis; Hispanic American Students; Grade 5; Grade 4; Language Proficiency; Interpersonal Competence; Bilingualism; Comparative Analysis; White Students + Suchen Sie Ihr Suchwort? Ethnizität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Lehrerverhalten; Schulleistung; Diskriminanzanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Language skill; Language skills; Sprachkompetenz; Interpersonale Kompetenz; Bilingualismus
Abstract	Little research investigates the academic and interpersonal competence of Latino students in classroom settings. As such, the current study seeks to better understand how language proficiency and ethnicity relate to teacher ratings of children's academic and social capabilities. The present study compared European American students with Latino students in regular and bilingual classrooms from the fall of fourth grade to the spring of fifth grade. Using discriminant function analyses at four times, results suggest that in the fall of fourth grade several distinctions existed between students in regular and bilingual classrooms. By the spring of fifth grade, the number of differences diminished to just two variables among the groups. For each factor separating the students, teachers consistently rated Latinos in bilingual classrooms as less competent, whereas Latinos in regular classrooms were often, though not always, similar to European American students. Implications for practice are discussed. (Contains 4 tables and 1 footnote.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10