Limitations of “only-immigrants” classrooms in the socialization and acquisition of the L2: the case of students with limited or interrupted formal education (SLIFE) in the USA.
DOI:
https://doi.org/10.37536/LYM.12.2.2020.1029Keywords:
Immigrant students; socialization; socioemotional wellbeing; inclusion; L2 acquisition; homogeneous grouping; heterogeneous grouping.Abstract
The academic results of immigrant adolescent students with limited or interrupted formal education (SLIFE) are still lower than those of their peers (Klein and Martohardjono 2008). In order to bring the voices of the students to the search for better educational solutions, this research focused on how the SLIFE Latinos perceive the homogeneous grouping in relation to their opportunities to learn the L2 and to build social relationships. Following the communicative methodology, 36 communicative stories of daily life with Latino SLIFE students were achieved and the inclusive and exclusive elements that influence their learning of the language of instruction were identified. The findings reveal the perspectives of students and their families on how their daily experience with exclusively homogeneous school groups limited their opportunities to learn and use English and to build social relationships, both inside and outside the classroom.
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