Considering the Social-Emotional Well-Being of Multilingual Learners: A Comparative Case Study across Program Models

Amy J. Heineke, Elizabeth M. Vera, Wenjin Guo, Joseph Kaye, Joseph Elliott

Research output: Contribution to journalArticlepeer-review

Abstract

This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students’ social-emotional well-being across schools and within different bilingual program models, seeking to determine the structures and practices that nurture positive facets or perpetuate negative facets of student well-being. Findings indicate that interactions with peers and adults in schools influence students’ social-emotional well-being, with program-model variations, community demographics, and societal discourse shaping these in-school experiences, relationships, and sentiments. Implications center on critical consideration of bilingual program-model implementation to prepare teachers, promote schoolwide integration, prioritize home languages, and nurture inclusive communities.

Original languageAmerican English
JournalThe Elementary School Journal
Volume123
Issue number4
DOIs
StatePublished - Jun 2023

Keywords

  • language learning
  • english language
  • bilingual
  • school

Disciplines

  • Education
  • Bilingual, Multilingual, and Multicultural Education

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