English language learners' and non–English language learners' perceptions of the classroom environment

Courtney LeClair · Beth J. Doll · Allison Q. Osborn · Kristin E. Jones

81 citations0/0 files storedPsychology in the Schools

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Educational Environments and Student Outcomes EFL/ESL Teaching and Learning Education, Achievement, and Giftedness

Abstract

Abstract This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non‐ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher–student, peer, and home–school) and supports for self‐regulation (self‐efficacy, self‐determination, and self‐control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non‐ELL students. Implications for practical application of the results and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc.

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References

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