Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

Kibler, Amanda K.; Elreda, Lauren Molloy; Hemmler, Vonna; Arbeit, Miriam R.; Beeson, Rebecca; Johnson, Haley

doi:10.3102/0002831218803872

Cited by 11 publications

(10 citation statements)

References 72 publications

(99 reference statements)

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“…Taking this a step further, the lack of effects of emotional support and the weak and inconsistent effects of classroom organization on the peer network outcomes in the present study may indicate that more explicit practices are needed to promote bridging across language status groups within the classroom, beyond CLASS-S’s general domains of good teacher-student interaction quality. For instance, in a mixed methods analysis, Authors (2019) compared qualitative observations of teachers’ practices across the school year in classrooms with low/decreasing integration across language status groups to classrooms with high/increasing integration. They found that teachers with high/increasing language integration in their classroom peer network were more likely to assign more complex collaborative tasks, support students in learning to work together, and show curiosity about other languages.…”

Section: Discussionmentioning

confidence: 99%

“…Classrooms are an important space in which students have the potential to make same- and cross-language-status connections (Kibler et al, 2019; Williams, 2001). It has long been theorized that teachers play a role in how their classroom peer network develops, such as what relationships form, how many relationships form, and the climate of peer relationships—for example, positive and supportive, or negative and aggressive (see Audley-Piotrowski et al, 2015; Farmer et al, 2016; Farmer, McAuliffe Lines, & Hamm, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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

Johnson

Elreda

Kibler

et al. 2019

The Journal of Early Adolescence

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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

Johnson

Elreda

Kibler

et al. 2019

The Journal of Early Adolescence

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“…Second, the points where student goals and curricularized goals meet at the bottom and top of our figure are important but relatively underemphasized areas in language teaching research. These practices—which aim to foster engagement through meeting students’ needs or desires for playfulness, community, and pride—are factors that have been theorized as supporting multilingual students’ sense of classroom community and individual belonging (Kibler et al., 2019). These are important drivers in the process of language development because they focus on not just what students can do with language, but also how they establish who they are and how they relate to others.…”

Section: Discussionmentioning

confidence: 99%

Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students

Kibler,

Sandstead,

Wiger

et al. 2024

The Modern Language Journal

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As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students’ own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher‐informed research and use qualitative case‐study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English‐medium classrooms. We engaged in an inquiry‐based professional development initiative with these teachers to explore how they address students’ purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.

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“…Finally, previous research has demonstrated that teachers have the power to influence classroom network characteristics through instructional and classroom management decisions (Gest & Rodkin, 2011), and that interventions aimed at improving teachers’ peer network management can effectively foster more productive and cooperative network characteristics (Hamm et al., 2011). Future research can identify circumstances and specific teacher practices that best foster SNE and linguistic integration within linguistically diverse classrooms (see Kibler et al., 2019 for one such effort), and develop interventions to effectively facilitate these processes.…”

Section: Discussionmentioning

confidence: 99%

“…We examined data from a study of sixth, seventh, and eighth grade math and English language arts (ELA) classrooms from two linguistically diverse middle schools in the South-Atlantic region of the United States (Kibler et al, 2019).…”

Section: Participantsmentioning

confidence: 99%

Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration

et al. 2021

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As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL students) identified whom they “usually work with” in class; from these data, we operationalized two characteristics of each classroom's peer network: social network equality (the extent to which academic collaboration ties were equally distributed) and linguistic integration (the extent to which cross‐group ties between ELs and non‐ELs were as common as same‐group ties). In multilevel models, we tested across‐year mean and fall‐to‐spring change in each of these network characteristics as predictors of relative across‐year growth in EL students’ assessed oral language proficiency, and in all students’ academic outcomes, including teacher‐rated class participation and content understanding, and standardized test scores in the content area of the observed class. We additionally tested whether EL status moderated associations between classroom network characteristics and academic outcomes. Findings suggest benefits of positive across‐year change in social network equality and linguistic integration for all students’ academic development in class. In addition, classroom network characteristics may help to reduce disparities: mean social network equality was more positively associated with relative growth in content understanding and standardized test scores for ELs than for non‐ELs, and change in linguistic integration positively predicted oral language development among EL students.

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Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

Cited by 11 publications

References 72 publications

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

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

Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students

Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration

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