Document Type

Article

Publication Date

4-14-2023

Publication Title

The Elementary School Journal

Volume

123

Issue

4

Pages

600-624

Publisher Name

The University of Chicago Press

Publisher Location

USA

Abstract

This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students’ social-emotional well-being across schools and within different bilingual program models, seeking to determine the structures and practices that nurture positive facets or perpetuate negative facets of student well-being. Findings indicate that interactions with peers and adults in schools influence students’ social-emotional well-being, with program-model variations, community demographics, and societal discourse shaping these in-school experiences, relationships, and sentiments. Implications center on critical consideration of bilingual program-model implementation to prepare teachers, promote schoolwide integration, prioritize home languages, and nurture inclusive communities.

Comments

Author Posting © 2023 The University of Chicago. This article is posted here by permission of The University of Chicago Press for personal use and redistribution. This article was published open access in The Elementary School Journal, Volume 123, Number 4 (April 14, 2023), https://doi.org/10.1086/723028

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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