Identity and Motivation among Hispanic English Language Learners in Disparate Educational Contexts

Autor/in	Lopez, Francesca
Titel	Identity and Motivation among Hispanic English Language Learners in Disparate Educational Contexts
Quelle	In: Education Policy Analysis Archives, 18 (2010) 16, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Group Membership; Student Attitudes; Bilingual Education; Academic Achievement; Second Language Learning; Student Motivation; Educational Opportunities; English (Second Language); Second Language Instruction; Acculturation; Stress Variables; Immersion Programs; Teaching Methods; Hispanic American Students; Bias; Scores; Educational Policy; School Districts; Arizona; Texas + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Schülerverhalten; Bilingual teaching; Bilingualer Unterricht; Schulleistung; Zweitsprachenerwerb; Schulische Motivation; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Akkulturation; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; School district; Schulbezirk
Abstract	Perception of scholastic competence, perception of educational opportunities, motivation, and acculturative stress are student level variables that have been established in the relevant literature as predicting academic achievement. This study examined the degree to which those variables accurately predict student group membership in two districts (Texas and Arizona) with disparate language acquisition methods: Structured English Immersion (SEI) and Bilingual Education (BE) classrooms. The sample included 295 Hispanic English Language Learners (ELLs) in middle elementary school, ages 9-11. Students' perceptions of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress contributed to predict 73.3% of the participants' group membership. Post-hoc analyses of group differences resulted in moderately higher scholastic competence and perceived educational opportunities for ELLs in the Texas district, whereas acculturative stress, perceived discrimination, and maladaptive motivation scores were moderately higher for ELLs in the Arizona district. ELLs in the SEI group, however, also had slightly higher scores on adaptive motivation. Competing hypotheses and policy implications are discussed in the context of prior research. (Contains 6 footnotes and 5 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10