English Language Learners' Perceptions of School Environment

English Language Learners' Perceptions of School Environment

The number of students who speak languages other than English continues to grow in both rural and urban public schools in the United States. This study investigated the perceptions of 123 students (57 monolingual and 66 English language learners [ELLs]) from a rural public elementary school in North...

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Bibliographic Details
Published in:Journal of research in childhood education Vol. 23; no. 4; pp. 513 - 526
Main Authors: Rodriguez, Diane, Ringler, Marjorie, O'Neal, Debbie, Bunn, Kelley
Format: Journal Article
Language:English
Published: Olney Taylor & Francis Group 22-06-2009
Association for Childhood Education International
Taylor & Francis Inc
Subjects:
Academic Achievement
Case studies
Cultural identity
Curricula
Curriculum
Education
Educational Environment
Elementary School Students
Elementary schools
English (Second Language)
English as a second language
English language learners
ESL
Evaluation
Extracurricular Activities
Foreign language learning
Hispanics
Language acquisition
Learning
Linguistics
Mathematics Achievement
Monolingualism
North Carolina
Outcomes of Education
Perceptions
Psychological aspects
Rural Schools
School environment
Second Language Learning
Segregation
Self Efficacy
Self Esteem
Social aspects
Student Attitudes
Surveys
Teachers
Teaching Methods
North Carolina
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Summary:The number of students who speak languages other than English continues to grow in both rural and urban public schools in the United States. This study investigated the perceptions of 123 students (57 monolingual and 66 English language learners [ELLs]) from a rural public elementary school in North Carolina with respect to school climate, curriculum and instruction, extracurricular activities, self-efficacy, and self-esteem. All of these indicators contribute to an overall perception of schools and affect learning experiences of monolingual students and ELLs. Results indicate that the perceptions of monolingual learners and ELLs in this particular elementary school are similar.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568540909594678