Teacher expectations and ethnic minority students’ second language and foreign language learning

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Curriculum Studies Pub Date : 2023-07-04 DOI:10.1080/00220272.2023.2233741

Xinglong Wang, Zhengdan Li

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引用次数: 1

Abstract

ABSTRACT This study investigated whether teacher expectations had significant effects on ethnic minority students’ second language and foreign language learning in senior high schools. The participants of this study were 52 teachers and 836 ethnic minority students from 10 senior high schools in southwest China. Data of teacher expectations for students’ second language achievement, teacher expectations for students’ foreign language achievement, students’ prior achievement in a standardized test of the second language and foreign language at the beginning of senior high school, and students’ achievement in a standardized test of the second language and foreign language at the end of senior high schools were collected respectively. Regression analysis showed that with students’ prior achievement being controlled, 1) teacher expectations had significant effects on ethnic minority students’ foreign language learning, but 2) teacher expectations were not closely related to ethnic minority students’ second language learning, suggesting a moderation effect of the subject. Implications for expectancy theories and multilingual instructions are further discussed.

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教师期望与少数民族学生的第二语言和外语学习

摘要本研究旨在探讨教师期望是否对少数民族高中学生的第二语言和外语学习有显著影响。本研究以西南地区10所高中的52名教师和836名少数民族学生为研究对象。分别收集教师对学生第二语言成绩的期望数据、教师对学生外语成绩的期望数据、学生高中初第二语言和外语标准化考试成绩的期望数据、学生高中末第二语言和外语标准化考试成绩的期望数据。回归分析表明，在控制学生在先成绩的情况下，1)教师期望对少数民族学生外语学习有显著影响，但2)教师期望与少数民族学生第二语言学习关系不密切，存在主体的调节作用。进一步讨论了期望理论和多语言教学的意义。

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来源期刊

Journal of Curriculum Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

4.80%

发文量

审稿时长

24 weeks

期刊介绍： Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.