Impact of Teachers’ Immediacy and Instructional Conversations on English Language Learner Language Acquisition and Science Achievement

• In Event: Poster Session 6
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 1

Abstract

The purpose of this study was to examine English language learners’ (ELL) perceptions of their science teacher’s instructional conversations and immediacy behaviors and the impact of these perceptions on their science motivation, language acquisition, and academic achievement. A review of both the instructional conversation and immediacy behavior literature indicates both sets of interpersonal behaviors influence students’ motivation (Allen, et al., 2006; Noels et al.2003). The was survey given to 139 ELL and 131 non-ELL middle school students within their science classroom. Findings suggest there appear to be significant differences between non-ELL and ELL students' perceptions of their science teacher’s instructional conversations and immediacy behaviors. Moreover, ELL students’ perceptions significantly predicted motivation and language acquisition.

Authors

• Brady Kocher, North Carolina State University

• Heather A. Davis, San Diego State University