Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context

Banse, Holland W.; Palacios, Natalia

doi:10.1080/00220671.2017.1389682

Cited by 24 publications

(24 citation statements)

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“…Given the increasing pattern in the learners' growth of L2 grit, inspired by the findings of the previous studies (Banse and Palacios, 2018), we can conjecture that the increase in learners' grit during an EFL course may be related to some contextual factors such as teacher's classroom management, which may consist of class control, challenging instruction, tasks and assessment and a well-organized class, teacher's support and classroom engagement. Banse and Palacios (2018) reported that the level of grit increased in those students who perceived their teacher's high level of care and class management (e.g., control and classroom organization) as a factor to increase their effort in class. High level of classroom management motivates students to be involved with more on-task behaviors in classroom and accordingly increasing their grit.…”

Section: Discussionmentioning

confidence: 91%

“…High level of classroom management motivates students to be involved with more on-task behaviors in classroom and accordingly increasing their grit. According to Banse and Palacios (2018), a teacher with a well-organized classroom can create an environment for students to divide their long-term goals into smaller ones and try to master the content more deeply. Thus, in terms of classroom management, acceptable classroom management of teachers during an EFL course such as having good control of the situation, creative methods of instruction, encouraging more cooperation among students and a well-organized lesson plan as well as reasonable challenging assessments can be hypothesized to contribute to the increase in EFL learner's perseverance, which in turn may encourage them to make more efforts to improve their performance.…”

Section: Discussionmentioning

confidence: 99%

“…These investigations revealed that grit is positively correlated with nonacademic outcomes including retention in military programs as well as achievement in the National Spelling Bee competition (e.g., Duckworth et al, 2007;Eskreis-Winkler et al, 2014) and retention in career and married life (Eskreis-Winkler et al, 2014). Besides, grit has shown to be positively associated with academic achievement and certain constructs including classroom management (Banse and Palacios, 2018), teacher's support (Keegan, 2017;Lee and Drajati, 2019;Lee and Hsieh, 2019;Lee, 2020;Yoon et al, 2020), academic achievement (Akos and Kretchmar, 2017), self-efficacy (Usher et al, 2019), engagement (Von Culin et al, 2014;Wolters and Hussain, 2015;Aparicio et al, 2017;Hodge et al, 2017;Fosnacht et al, 2018;Wei et al, 2019), education motivation (Piña-Watson et al, 2015), and achievement goals (Chen et al, 2018).…”

Section: L2 Gritmentioning

confidence: 97%

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A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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In line with the dynamic shift in SLA domain and the need for the development of suitable methods to explore the dynamics of emerging concepts in the field such as grit and enjoyment, in the present research, we intended to investigate the growth of foreign language enjoyment (FLE) and L2 grit over time. To do this, we used a bivariate latent growth curve model (LGCM) to examine the covariance between 437 EFL learners' initial and growth levels of L2 grit and FLE in four measurement occasions of 2 week intervals. The data were collected via the original foreign language enjoyment scale and the L2 grit scale. The model including the covariance between intercepts and slopes of FLE and L2 grit was tested via Mplus 7. The findings indicated an increasing trend in the association between the growth levels of both variables. That is, the means of both L2 grit and FLE were larger at their growth level than their initial level. Also, analyzing the co-variations in the model showed that the covariances between the intercepts and slopes of FLE and L2 grit were statistically significant. This would point to the existence of a parallel process (co-development) of FLE and L2 grit. This result also implied that an increase in the level of FLE among the participants was strongly correlated with an increase in the level of L2 grit during the whole course. The findings were discussed with reference to previous studies in the literature and the implications were also provided.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: L2 Gritmentioning

confidence: 97%

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A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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“…These two noncognitive factors have recently attracted the attention of L2 researchers (Banse & Palacios, 2018;Ebadi et al, 2018;Feng & Papi, 2020;Lou & Noels, 2017a;Mercer & Ryan, 2009;Sudina & Plonsky, 2020;Teimouri et al, 2020;Wei et al, 2019), though the number of studies is scant and further research is required to deepen our understanding of the role of these two factors in L2 learning context. Several studies have indicated that people with different language mindsets have different goals for language learning and experience different levels of anxiety (Lou & Noels, 2016, 2017a.…”

Section: Introductionmentioning

confidence: 99%

A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement

Khajavy

MacIntyre

Hariri

2020

Stud Second Lang Acquis

116

111

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Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2 learning. Based on this, the present study aimed at exploring two underresearched constructs within the field of applied linguistics, namely grit (continuous effort and interest for long-term goals) and language mindset (individuals’ perceptions of their language learning ability). We had five main aims: to examine (a) the factor structure of grit, (b) the factor structure of language mindset, (c) whether there are gender differences in grit or language mindset, (d) the relationships between language mindset and grittiness, and (e) the roles of grit and language mindset as predictors of L2 achievement. To address these aims, a total number of 1,178 university students who were taking general English courses took part in our study and completed the questionnaires. Results of confirmatory factor analysis indicated that the two-factor structure for both grit and language mindset fit the data better than the single-factor structure. We also tested several structural equation models and found that a growth language mindset weakly, but positively, predicted one component of grit (perseverance of effort, or POE), but not the other (consistency of interest, or COI). A fixed language mindset did not predict POE, but did negatively predict COI. Finally, only growth language mindset was a weak, positive predictor of L2 achievement. At the end, theoretical and pedagogical implications regarding the role of grit and language mindset in L2 learning are presented.

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“…Other research examines the relation between grit and language arts achievement in fourth and fifth grade Latino students. This work finds that the association between grit and student achievement is most evident when students perceived that there teachers were caring and supportive and the classroom was well managed (i.e., expectations for learning were clear) (Banse & Palacios, 2018).…”

Section: C83 Teacher Encourages Goal-settingmentioning

confidence: 86%

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

Molina¹,

Pushparatnam²,

Rimm‐Kaufman³

et al. 2018

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context

Cited by 24 publications

References 50 publications

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

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