Importance of Peer Interactions for Learning in Linguistically Diverse Classrooms: Applying a Social Network Analytic Lens

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-2 - Exploring Peer Interactions and Learning

Abstract

As English language learners (“ELLs”) comprise an increasingly larger proportion of the secondary school population, understanding how to support their academic development is of growing importance. The present study uses social network analysis to examine the role of classroom peer interactions in the academic development of ELL youth and their non-ELL peers. Student social network data, teacher reported academic functioning, and standardized test scores are collected on 146 youth from 14 middle school classrooms. Preliminary analysis of pilot data supports our hypothesis that connections to classmates – and especially cross-language-status interactions – help to promote greater learning gains among ELL students and their peers. Additional analysis will examine the role of teachers in promoting social integration in the classroom peer network.

Authors

• Lauren Molloy Elreda, University of Virginia

• Amanda Kibler, University of Virginia

• Valerie A Futch Ehrlich, Center for Creative Leadership