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Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners
Author(s) -
CARHILL–POZA AVARY
Publication year - 2015
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/modl.12271
Subject(s) - psychology , language proficiency , academic achievement , immigration , peer pressure , mathematics education , peer group , pedagogy , developmental psychology , social psychology , archaeology , history
Although researchers often acknowledge the importance of linguistically rich interactions in the academic language development of emergent bilingual students, few studies have explicitly examined the role of linguistic peer support and the underlying structure of social relationships in the second language learning experiences and outcomes of immigrant adolescents in schooling contexts. This mixed methods study investigates the role of peers—including bilingual peers—in the development of oral academic English during adolescence. Using social network analysis, this study describes the unique contribution of peer linguistic resources to the oral Academic English Proficiency of 102 adolescent Spanish‐speaking immigrant students. Findings show that having bilingual peers who collaborated on academic tasks with participants, in English or Spanish, contributed to academic English proficiency beyond individual predictors of second language acquisition (age, time in the United States, gender, and maternal education). Peer social network composition indexed the opportunities adolescent English learners encountered at school to learn and use academic English.