Building Linguistically Integrated Classroom Communities
The Role of Teacher Practices
Bibliographic Data
| ID | 8224142 |
|---|---|
| Authors | Amanda K Kibler (0000-0001-7535-2164, Oregon State University, corresponding author), Lauren Molloy Elreda, Vonna L Hemmler (0000-0002-4550-8356), Miriam R Arbeit (0000-0003-4771-9330), Rebecca Beeson, Haley E Johnson (University of Virginia), Haley Johnson (0000-0001-7522-5552, University of Virginia) |
| Year | 2019 |
| Volume | 56 |
| Issue | 3 |
| Pages | 676-715 |
| Publication date | 2019-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831218803872 |
| OpenAlex | W2896518846 |
| Language | EN |
| Citations received | 10 |
| References cited | 73 |
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices
Academic achievement · Demographics · Mathematics education · Pedagogy · Sociology · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development
Teacher self-efficacy in relation to cultural and linguistic diversity in K–12 settings
A Systematic Review of Literature on Student Voice and Agency in Middle Grade Contexts
Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement
Navigating competing goals for language in curricularized school settings
Using social network analysis to investigate sociocultural competence among kindergarteners in a two-way immersion classroom
Understanding newcomer English learner students’ English language development
Academic development and disparities in linguistically diverse middle school classrooms
Let's hang out!”
Creating Classroom Communities in Linguistically Diverse Settings
A study on the social integration of international secondary students in Canadian high schools
Who shall survive?
Handbook of Child Psychology and Developmental Science
Revealing the invisible hand
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
Friendship homophily among ethnic German immigrants
Positive Youth Development
Teaching Practice
Multiple Discourses, Multiple Identities
An Integrative Model for the Study of Developmental Competencies in Minority Children
Consensual qualitative research
The Language of Ideas and the Language of Display
(Un)covering the Ideal
Between Support and Marginalisation
A Speech Community Model of Bilingual Education
Reliability of measures of centrality and prominence
Popularity trajectories and substance use in early adolescence
Features of groups and status hierarchies in girls' and boys' early adolescent peer networks
At Last
Classroom Teachers' Understanding of the Needs of English-Language Learners and the Influence on the Students' Identities
Becoming “Local” in ESL
Rompiendo el Silencio
Direct and interactive links between cross-ethnic friendships and peer rejection, internalizing symptoms, and academic engagement among ethnically diverse children
Respecting complexity in measures of teaching
Supporting English-Language Learners in Social Studies Class
Adolescents’ Educational Outcomes
Latino Adolescents’ Loneliness, Academic Performance, and the Buffering Nature of Friendships
Figuring “Success” in a Bilingual High School
Whose Definition of Success? Identifying Factors That Affect English Language Learners' Access to Academic Success and Resources
Expanding Middle School Horizons
Cooperative Learning
ESL versus Mainstream Classes
Researching English Language and Literacy Development in Schools
Beyond Essentialism
Ethnic Identity and Family Processes Among Adolescents from Latin American, Asian, and European Backgrounds
Bridging the Ethnic Divide
Are minority status children's cross‐ethnic friendships beneficial in a multiethnic context
American Secondary Education
Status Struggles
The Turn Once Again Toward Practice-Based Teacher Education
The Work of Teaching and the Challenge for Teacher Education
In search of the intercultural
Status, Network, and Structure
Demonstrating Rigor Using Thematic Analysis
Segregation in Social Networks
Creating Connectedness Through Being Known
Race, School Integration, and Friendship Segregation in America
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,43 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |