A longitudinal analysis of academic English proficiency outcomes for adolescent English language learners in the United States.

Abstract

The recent availability of nationally mandated academic English proficiency data on all English language learners (ELLs) from landmark United States federal education legislation now makes it possible to track these learners' academic progress longitudinally. Using 5 waves of 9th through 12th grade academic English proficiency data from 2004-2008 for a statewide cohort of 9th grade ELLs (n = 3,702), I employed growth modeling to fit a multilevel model for change in academic English proficiency (Singer & Willett, 2003). I found that the average ELL in my sample started high school performing at an early intermediate level of academic English proficiency and was not projected to reach the score indicating proficiency until the end of 11th grade. Further, U.S.-born ELLs began high school with significantly higher levels of academic English proficiency than their foreign-bom ELL peers, but foreign-bom ELLs caught up by the end of high school. However, 60% of high school ELLs were bom in the U.S.-implying that large numbers of these students had spent 9 or more years in U.S. schools without developing sufficient academic language needed to perform mainstream academic work in English. The findings emphasize the need for academic language interventions for adolescent ELLs. This study has implications for countries struggling to promote the language development and academic achievement of large numbers of language minority learners.

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

“…Researchers have suggested that research on international students should be extended to the experience of international students with low levels of English language skills (Benzie, 2010;Dooey, 2010;Slama, 2012). To date, few studies have examined the experience of international students with conditional admission that requires students enrolled in a full-time EAP program before starting their degree of study in Western Universities.…”

“…Research addressing international students has comprehensively focused on issues including aspects of cultural adaptation, social adjustment and learning difficulties (Benzie, 2010, Baker & Hawkins, 2006Chalmers & Volet, 1997). These studies have reported that English language proficiency skills of international students are related to their academic achievement in their program (Slama, 2012), social adjustment (Baker & Hawkins, 2006), and cultural integration (Benzie, 2010).…”

“…Understanding feeling and experiences of these students is valuable to be examined for two reasons: a) their low levels of English ability may negatively influence their adaptation and academic studies in their programs (Benzie, 2010;Slama, 2012), and b) little is known about these students" own feeling (Dooey, 2010;Terraschke &Wahid, 2011). Therefore, we believe it is important to be heard these students" impressions and experiences.…”

Implementing the Common Core state standards for English language learners : understanding how high school content teachers experience the instructional shifts

“…Researchers have recommended a closer examination of how to train teachers who serve large proportions of ELLs to provide the necessary support so that ELLs can achieve grade-level standards in high school (Samson & Collins, 2012;Slama, 2012). This study contributes to the understandings of how teachers experience changes in instructional practices with the implementation of the CCSS, especially regarding how these shifts pertain to teachers' work with ELLs.…”

“…A paucity of research exists on the specific skills that teachers need to develop adolescent ELLs' content knowledge (Faltis, Arias, & Ramírez-Marín, 2010), oral language (Samson & Collins, 2012), and academic language (Faltis, Arias, &Ramirez-Marin, 2010;Francis & Vaughn, 2009;Samson & Collins, 2012;Slama, 2012). Researchers have recommended a closer examination of how to train teachers who serve large proportions of ELLs to provide the necessary support so that ELLs can achieve grade-level standards in high school (Samson & Collins, 2012;Slama, 2012).…”