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 language | American English |
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Journal | The Elementary School Journal |
Volume | 123 |
Issue number | 4 |
DOIs | |
State | Published - Jun 2023 |
Keywords
- language learning
- english language
- bilingual
- school
Disciplines
- Education
- Bilingual, Multilingual, and Multicultural Education