How Do Effective Upper Elementary Teachers of English Language Learners Show Support?

• In Event: 18.050 - Bilingual Education Programs, Policies, and Practices

Abstract

The purpose of this study is to examine how effective teachers of Latino emergent bilinguals use language related to emotional supportiveness and classroom management, both separately and to create a global, high-quality socio-emotional environment. I use a multiple-case study approach, with 6 high-achieving, majority Latino, upper elementary classrooms from the same district, with differing numbers of emergent bilinguals. I compare how teachers use language related to emotional supportiveness and classroom management when they have many emergent bilinguals versus no emergent bilinguals. I conclude that teachers with many emergent bilinguals express warmth in more variable ways and also redirect students more consistently than teachers with no emergent bilinguals.

Author

• Holland Windels Banse, University of Virginia