%0 Journal Article
%T Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
%A Amanda K. Kibler
%A Haley E. Johnson
%A Lauren Molloy Elreda
%A Miriam R. Arbeit
%A Rebecca Beeson
%A Vonna L. Hemmler
%J American Educational Research Journal
%@ 1935-1011
%D 2019
%R 10.3102/0002831218803872
%X Adolescents¡¯ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers¡¯ classroom practices relate to differences in the linguistic integration of students¡¯ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices
%K English learners
%K adolescents
%K peer social networks
%K linguistic integration
%K teacher practices
%U https://journals.sagepub.com/doi/full/10.3102/0002831218803872