Students segregated into language cliques whenever allowed to choose peer interactions, despite the 50-50 enrollment design¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? When students could seat themselves or form their own groups, they broke into homogeneous language groups, contradicting the director's claim that everyone mixed. → Amrein 2000 q2 i? The school never attained a stable 50-50 ratio of native English- and Spanish-speaking students; class sizes ranged from 54%:46% to 70%:30% (Spanish:English). → Amrein 2000 (2)

Evidence¶

Amrein 2000¶

Amrein, Audrey. (2000). Dual Language Asymmetry: Symbolic Inequalities. Paper presented at the Annual Meeting of the American Educational Research Association. https://eric.ed.gov/?id=ED440548

q2 · i? · qualitative · r2

Complete-observer classroom observations found students "separated themselves into language cliques during formal and informal instruction, free class time, and outside of the classroom," despite deliberate teacher seating arrangements.

"if students were allowed to seat themselves within the classroom at random or were allowed to form their own groups for group work, the students would break off into homogeneous groups."

Amrein 2000 (2)¶

Amrein, Audrey. (2000). Dual Language Asymmetry: Symbolic Inequalities. Paper presented at the Annual Meeting of the American Educational Research Association. https://eric.ed.gov/?id=ED440548

q2 · i? · qualitative · r2

Program director interview: high attrition and student mobility kept numbers in flux, and the program "lacked English speakers to complete the 50-50 balance," weighting classes toward Spanish speakers.

"population percentages ranged from 54%:46% to 70%:30% (Spanish:English)"

Discussion¶

Related Claims¶

• Typical Chinese classes of about 50 students made group work difficult to organize — related
• Homogeneous problem perceptions predict better regulation outcomes in collaborative groups — related
• Heterogeneous introduction to ID and references nonetheless yield homogeneous practice responses — related
• Heterogeneously grouped teams show more benefits than homogeneously formed teams — related
• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice — related
• Working in culturally diverse groups on a cooperative task increases schoolchildren's creativity (originality) compared with homogeneous groups — reports the opposite