Identity and Motivation Among Hispanic ELLs Identidad y motivacio n entre alumnos hispanos que aprenden ingle s en contextos educativos diferenciados A identidade e a motivac a o dos estudantes hispa nicos que aprendem Ingle s, em contextos educativos di spares

This study examined the degree to which student-level variables that have been established in the relevant literature as predicting academic achievement (perception of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress) accurately predicted student group membership in two districts with disparate language acquisition methods (Structured English Immersion and bilingual education) . The samples included Hispanic English Language Learners (ELLs) in middle elementary school, ages 9-11 (N= 295). Students' perceptions of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress contributed to the accurate prediction of 73.3% of the participants' group membership. Post-hoc analyses of group differences resulted in moderately higher scholastic competence and perceived educational opportunities for ELLs in the Texas district, whereas acculturative stress, perceived discrimination, and maladaptive motivation scores were moderately higher for ELLs in the Arizona district. ELLs in the SEI group, however, also had slightly higher scores on adaptive motivation. Competing hypotheses and policy implications are discussed in the context of prior research. Las percepciones sobre la competencia escolar, oportunidades educativas, la motivacio n y el estre s de aculturacio n son variables a nivel de los estudiantes que se han establecido en la literatura especializada para predecir el rendimiento acade mico. Este estudio examino el grado en que esas variables predicen con exactitud la participacio n en grupos de estudiantes de dos distritos (de Texas y Arizona) con dos me todos diferentes de aprendizaje del idioma Ingle s: Sistema Estructurado de Inmersio n (SEI) y Educacio n Bilingu e (BE). La muestra incluyo a 295 estudiantes hispanos que esta n aprendiendo ingle s (ELL) en la escuela primaria media, con edades entre 9-11 an os. Las percepciones de los estudiantes de la competencia escolar, de las oportunidades educativas, motivacio n y estre s de aculturacio n contribuyeron a predecir el 73,3% de la participacio n en grupos diferenciados de estudiantes. Ana lisis post-hoc de las diferencias de grupo dio como resultado un aumento moderado en las as habilidades acade micas y la percepcio n de las oportunidades educativas para los estudiantes ELL en el distrito de Texas, mientras que el estre s de aculturacio