Demonstrating Self-Efficacy of Middle School Emergent Bilingual Students – Part 2

• In Event: AERA Poster Session 8
  In Poster Session: Culturally Affirming Teacher Research (San Diego)

Abstract

The purpose of this quasi-experimental study that incorporated action research techniques was to determine how students use their English language skills to advocate for themselves while engaged in career exploration activities. In part one (year one) of this study students were given direct instruction on increasing their pragmatic competence and self-efficacy skills to advocate for themselves. Self-efficacy skills are essential for students to acquire so that students can navigate both formal and informal conversation strategies with educators and future employers. The participants included (n = 10) middle school emergent bilingual students and their ESL teacher. The teacher collected data using the Middle School Self-Efficacy Scale (MSSES) and the NJCAN (New Jersey Career Assistance Navigator) portal.

Author

• Lisa Rose Johnson, The University of Alabama - Huntsville