Background and Achievement of English Language Learners With Different Levels of English Proficiency in Dual Language Programs (original) (raw)
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Understanding ELLs at Different English Proficiency Levels in Dual Language Programs
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The purpose of this research is to examine background characteristics, language proficiency, and academic achievement of 1415 fourth-through eighth-grade Spanishspeaking ELL students enrolled in a dual language program who differed by language proficiency. Results show that these student groups achieve at similar levels as their peers in English mainstream with respect to English language proficiency and English reading while also scoring slightly above average in Spanish reading achievement. Findings also indicated that students in the four language proficiency groups vary significantly in background characteristics, such as SES and special education, and in all outcome measures (language proficiency in English and reading achievement measured in Spanish and English): Fluent English Proficient outscored and were more advantaged than Advanced, who outscored Intermediate, who scored higher than Beginners. Further, the language proficiency outcomes between the groups were not as great in kindergarten and first grade, but increased across grade levels. Findings are discussed with respect to the need to identify students at early grade levels for oral and academic language interventions.
Learning Point Associates North Central Regional Educational Laboratory, 2005
There has been and will continue to be a dramatic increase in the number of K-12 students who come to U.S. schools without proficiency in English. This dramatic increase, along with the No Child Left Behind (NCLB) Act, raises instructional and corresponding research questions (e.g., August & Hakuta, 1997). The educational system is responsible for ensuring that students who come to school without proficiency in English not only learn the English language but also achieve across the entire curriculum. Schools, districts, and states have implemented a broad array of instructional programs, such as immersion and transitional bilingual education, to support students with limited proficiency in English. Two of the terms used to designate these students are limited English proficient (LEP) and English language learner (ELL). Because of its common usage as well as its more positive connotation, ELL is used by the authors. POLICY RECOMMENDATIONS I Identify the types of ELL data that need to be collected and reported. (page 12) I Develop and implement procedures to collect ELL data. (page 13) I Make ELL data and reports easily accessible. (page 13
Early Childhood Research Quarterly, 2012
The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.
Educational Testing Service, 2008
English-language learners (ELLs) are the fastest growing student population in U.S. public schools. Since the 1995-1996 school year, ELL enrollment has grown 57 percent, compared with less than 4 percent for all students. In addition to this growth in numbers has been a heightened focus on this population among policymakers. Federal policy set forth in the No Child Left Behind (NCLB) Act of 2001 requires each state to identify and be accountable for the instruction and performance of ELLs on measures of English-language acquisition as well as in academic subjects. As a result, states, districts, and individual schools are searching for tools and strategies to support the education and knowledge attainment of their ELL population. The statistics are staggering:
English Language Learners in U.S. Schools: An Overview of Research Findings
Journal of Education for Students Placed at Risk (jespar), 2005
This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary, Saunders, and Christian (in press). Major findings on the oral language, literacy, and academic achievement of ELLs are discussed in 3 separate sections of this article, in addition to a discussion of the gaps and shortcomings in current research in each domain. Recommendations for future research are also presented, including the need for sustained theory-driven research that examines the longitudinal development of and influences of instruction on the oral language, literacy, and academic skills of diverse groups of ELLs across the K-12 span.
Educational Outcomes and Opportunities for English Language Learners
The proportion of California's limited English speaking students is increasing rapidly. Language minority students represent more than one-third of all students in California public schools. The most central educational outcome for these students is English proficiency. Research varies on how long it takes for students to become English proficient, and some data indicate that even the most successful English learners may not master the levels of English required in advanced academic settings. Two issues dominate current concerns about educational opportunities for English learners (instructional programs and teacher quality). There has been considerable controversy over the nature of programs provided to English learners in California, focusing on whether instruction should be in the native language while learning English or simply in English. California passed Proposition 227, which requires a one-year English immersion program rather than native language instruction. Early ind...
The Achievement Progress of English Learner Students in Nevada. REL 2016-154
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This study examined three cohorts of Nevada English learner students over six years. The cohorts were students in kindergarten, grade 3, and grade 6 at the start of the study. Using student scores from the previously administered English Language Proficiency Assessment and the criterionreferenced tests for math and reading, the study team found that at least 65 percent of English learner students in these cohorts were reclassified as fluent English proficient students over the six-year period. English learner students who were eligible for special education services had the lowest cumulative reclassification or passing rates on all three tests. English learner students in higher grades had lower cumulative passing rates on the reading and math content tests than English learner students in lower grades. With the exception of the kindergarten cohort, English learner students performed better on the English Language Proficiency Assessment and math content test than on the reading cont...
Journal of Multilingual and Multicultural Development, 2011
This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools' websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of
English language proficiency trajectories of Latino EL students in dual language programs
NABE Journal of Research and Practice, 2019
The purpose of this research is to examine the English language proficiency trajectories of 2,201 fourth-through eighth-grade Latino English learner (EL) students who differed by current English language proficiency and were enrolled in a dual language program. Results showed that (1) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (Fluent English Proficient > Advanced > Intermediate > Beginner) by upper, but not K/1 entry, grades and (2) examining students' trajectories shows the importance of bilingual, not just English, proficiency at school entry.
English Language Learners (ELL)
Immigrant students who come to the United States without legal documentation are known as “undocumented students.” Most of these immigrant students are learning English in addition to their native or first language. The term English Language Learners (ELLs) has been developed by scholars to replace the previous term of English as a Second Language (ESL) student. The change in term reflects the understanding that some immigrant students know more than two languages. Depending on the English proficiency of the student and the educational resources available from the school system, students may be placed into various models of Bilingual Education Programs. If the students have sufficient English proficiency, then they might participate in “mainstream” classes and education.