Document Type
Article
Publication Date
1-5-2022
Publication Title
Journal of Educational and Psychological Consultation
Volume
32
Issue
4
Pages
416-453
Publisher Name
Taylor and Francis Group
Abstract
Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of the social and emotional experiences of emergent bilingual learners (EBLs) attending high schools in the Midwestern United States. In this pre-consultation data collection, themes were identified in qualitative data derived from six focus groups . Analyses revealed a variety of school and family influences tied to EBLs' social and emotional well-being, along with peer and individual factors. Participants recommended that schools should focus not only on instituting culturally-specific structures and initiatives to better support EBLs, but also intervene with their non-EBL student body, general education teachers, and mainstream curriculum content. Findings suggest that schools also revise how they support the academic needs of EBLs. While English as a Second Language programs are commonplace in high school EBLs' language development, participants recommended that such programs cannot continue to isolate students from their non-EBL counterparts. Participants also recommended increased access to advanced classes.
Recommended Citation
Vera, Elizabeth; Heineke, Amy J.; Schultes, Anna; and Daskalova, Plamena. Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers. Journal of Educational and Psychological Consultation, 32, 4: 416-453, 2022. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/10474412.2021.2018657
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
© Taylor & Francis, 2022
Comments
Author Posting © Taylor & Francis, 2022. This is an Accepted Manuscript version of the following article, accepted for publication in Journal of Educational and Psychological Consultation. Vera, E., Heineke, A., Schultes, A., & Daskalova, P. (2022). Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers. Journal of Educational and Psychological Consultation, 32(4), 416–453.https://doi.org/10.1080/10474412.2021.2018657 . It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.