Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics

Autor/inn/en	Johnson, Haley E.; Molloy Elreda, Lauren; Kibler, Amanda K.; Futch Ehrlich, Valerie A.
Titel	Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics
Quelle	In: Journal of Early Adolescence, 40 (2020) 8, S.1087-1120 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Haley E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431619891238
Schlagwörter	Teaching Methods; Social Capital; Peer Relationship; English Language Learners; Teacher Student Relationship; Classroom Communication; Friendship; Native Language; Second Language Learning; Student Attitudes; Teacher Attitudes; Bilingualism; Biculturalism; Classroom Environment; Middle School Students; Mathematics Instruction; Language Arts; Social Networks; Correlation; Class Size; Gender Differences; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sozialkapital; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Freundschaft; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Bilingualismus; Bikulturalität; Klassenklima; Unterrichtsklima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Sprachkultur; Social network; Soziales Netzwerk; Korrelation; Klassengröße; Geschlechterkonflikt
Abstract	Employing a social capital framework, this study investigates teachers' role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students' same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers' reported practices and observed interaction quality account for a small proportion of the variance in students' bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01