Peer Interactions in Diverse Classrooms: The Role of Linguistic Social Network Integration

• In Event: Roundtable Session 26
  In Roundtable Session: Positioning Language, Identity, and Content in the Classroom

Abstract

This mixed-methods study explores the role that linguistic integration plays for peer interactions between English Language Learners (ELLs) and their fluent-bilingual or monolingual peers (Non-ELLs). We explore ten middle-school classrooms for which we have in-depth field-notes (N=79) and class-level social network data. Each classroom was categorized based on linguistic integration and field-notes were coded for supportive and rejecting interactions (N=1,143), as well as whether the interactions involved same or different language-status peers. Preliminary findings suggest these classrooms are not different in terms of negative peer behaviors, but may have important differences related to student engagement. Additionally, higher integrated classrooms had more mixed language-status interactions. These findings have important implications for classroom practices based on integrating multi-lingual students.

Authors

• Valerie A Futch Ehrlich, Center for Creative Leadership

• Amanda Kibler, University of Virginia

• Lauren Elreda, University of Virginia

• Paul J. Yoder, University of Virginia

• Vonna Hemmler, University of Virginia

• Haley E. Johnson, University of Virginia