The Role Of School And Teachers In English Learners' Socioemotional Well-Being

This chapter provides an overview of the research on stressors English learners (ELs) face in and out of school and how those stressors impact their socio-emotional well-being. The chapter begins with descriptions of the various instructional models that are typically used with ELs in schools. Then the research on perceived discrimination and teacher beliefs is reviewed, examining how these two factors affect ELs' socio-emotional well-being. The next section provides context for the immigrant experience, covering acculturation stress and the immigrant paradox, all relating back to ELs' experiences. The most recent research to be done with refugee EL samples with a focus on their socioemotional well-being is briefly described. Finally, biculturalism and bicultural efficacy are offered as potential buffers to the stressors faced by ELs, and suggestions for practitioners are offered.