Abstract

Using a qualitative case study design and applying a sociocultural theoretical perspective, support for self- and co-regulated learning in an elementary Spanish and English dual-language classroom was documented. The multi-age classroom comprised 33 students acquiring English and Spanish, at school (52% female students; 20 fourth grade and 13 fifth grade students; 28 dual-language learners). Spanish was the home language for most students. Four classroom observations of mathematics and writing instruction periods and three in-depth teacher interviews were collected over a five-month period. Analyses of inductive, deductive and thematic coding characterize the teacher’s and students’ interactions that worked to support student self-and co-regulated learning of the two languages. Findings suggest that flexible learning contexts coupled with communicative activities provide a classroom microculture that affords students opportunities to become more regulated (i.e. setting own learning goals, reflective of strategies) learners of English and Spanish. These results have implications for practice, informing educators about instructional methods that support self- and co-regulated language learning in dual-language environments.

摘要

使用定性的案例研究设计并应用社会文化理论观点，记录了在基本的西班牙语和英语双语教室中对自我和共同调节学习的支持。多年龄教室包括33名在校学生，他们在学校获得英语和西班牙语（52％的女学生； 20名四年级学生和13名五年级学生； 28名双语言学习者）。西班牙语是大多数学生的母语。在五个月的时间内，收集了四次关于数学和写作指导的课堂观察，以及三次深入的老师访谈。归纳，演绎和主题编码的分析表征了教师和学生之间的互动，这些互动有助于支持学生对两种语言进行自我和共同调节的学习。研究结果表明，灵活的学习环境和交流活动提供了一种课堂微观文化，使学生有机会变得更加规范（例如，设定自己的学习目标，反映策略），以学习英语和西班牙语。这些结果对实践具有启示意义，它向教育工作者介绍了在双语言环境中支持自我和共同调节语言学习的教学方法。