How Are Emergent Bilinguals Supported? Insights from Observations of Business-as-Usual Social Studies Instruction

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Interrogating Perspectives and Practices in Bilingual Education

Abstract

This study investigates how middle school social studies teachers supported emergent bilinguals (EBs) during typical instruction using data from 149 audio-recorded lessons across 12 classrooms. Researchers coded instructional practices and culturally responsive supports, analyzing their frequency and relation to student outcomes in vocabulary, content knowledge, and disciplinary literacy. Preliminary findings indicate some use of evidence-based practices, especially vocabulary instruction and opportunities for peer discourse, but minimal opportunities for writing, comprehension strategies, or disciplinary engagement. Teachers commonly used graphic organizers and occasionally drew connections to students' lived experiences, though few integrated students' home languages. Results suggest incremental progress since prior studies but highlight continued instructional gaps, offering direction for professional development to enhance content access and language development for EBs.

Authors

• Erin K. Hogan, University of Louisville

• Leticia Martinez, University of Texas at Austin

• Daniel Espinas, Vanderbilt University