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Using Peer Tutoring to Increase Social Interactions in Early Schooling
Author(s) -
XU YAOYING,
GELFER JEFFREY,
PERKINS PEGGY
Publication year - 2005
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3588453
Subject(s) - psychology , peer tutor , mathematics education , english language , peer group , social influence , first language , pedagogy , developmental psychology , social psychology , linguistics , philosophy
The purpose of this study is to evaluate the effects of classwide peer tutoring (CWPT), a peer‐mediated teaching approach, on the social interaction behavior of children who are English language learners and children who are native English speakers. Two second‐grade classrooms from an elementary school were selected as the research setting. CWPT was the independent variable, and children's frequency of social interactions was the dependent variable. All children from the two settings were observed and videotaped during the study. Findings of this study indicated that CWPT was as effective for English language learners as it has been for native English speakers in shaping positive social interactions. In both groups, children engaged in very few negative behaviors. Questionnaires from the teachers and students indicated that both groups enjoyed the CWPT process, and they intended to continue using CWPT. The findings encourage teachers of English language students to implement CWPT regularly in their natural classroom settings. The results also indicate that the appropriate arrangement of learning environments is critical for children's social interactions. The opportunities provided for social interactions contribute significantly to the educational success of English language students despite their limited English proficiency.