{"title":"Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement","authors":"Min Hyun Oh, Jeannette Mancilla‐Martinez","doi":"10.1086/716899","DOIUrl":null,"url":null,"abstract":"Research on elementary schoolteachers’ beliefs about dual language development and its relation to English learners’ (ELs) achievement is scant, despite the increasing representation of ELs in US classrooms. To address this gap, this study investigates: (1) teacher beliefs about ELs’ dual language development and (2) associations between teacher beliefs about ELs’ dual language development and ELs’ English reading comprehension achievement. Principal component analyses revealed six teacher belief factors about dual language learning, and multilevel analyses suggested that teachers’ asset view and bilingual development understanding of dual language learning and development positively predicted English reading comprehension, whereas lenient expectations and English-only achievement showed an opposite relation.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"165 - 190"},"PeriodicalIF":1.2000,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/716899","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
Research on elementary schoolteachers’ beliefs about dual language development and its relation to English learners’ (ELs) achievement is scant, despite the increasing representation of ELs in US classrooms. To address this gap, this study investigates: (1) teacher beliefs about ELs’ dual language development and (2) associations between teacher beliefs about ELs’ dual language development and ELs’ English reading comprehension achievement. Principal component analyses revealed six teacher belief factors about dual language learning, and multilevel analyses suggested that teachers’ asset view and bilingual development understanding of dual language learning and development positively predicted English reading comprehension, whereas lenient expectations and English-only achievement showed an opposite relation.
期刊介绍：
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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