Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation

Abstract

<jats:p> In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy achievement across grades 3, 6, and 10 differ among students with various home language shift patterns in Ontario, Canada. The longitudinal cohort data of 89,609 students between grades 3 and 10 from the provincial assessments were analyzed for changes in their home language environment. A subsample of 18,000 students was used to examine different patterns of relative literacy performance over time and their associations with immigration background and early intervention programming using multi-group latent growth curve modeling. Our findings suggest a strong movement toward an English-dominant home language environment among multilingual students; yet, students whose homes remained as multilingual demonstrated the highest literacy achievement in the early grade as well as the highest improvement in relative performance over time. The paper draws implications for promoting students’ home language, instilling a positive view of multilingual competence. </jats:p>

Individual growth curve modeling for applied linguistics research

“…Their GCMs showed that across the semester student engagement in the French classroom declined but that the more students felt their psychological needs were met, the more they internalized their orientation to learning. Kim et al (2020) used multi-group GCM to examine how Canadian elementary school students' home language environments change between grades 3 and 10, and how longitudinal patterns of English literacy achievement coincide with these changes. By analyzing provincial level data (N < 89,000), their analyses showed a strong movement toward an English-dominant home language environment among multilingual students.…”

Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database

“…Wickstrom et al [ 55 ] examined the association between special learning needs status and students’ EQAO math trajectories from grades 3 to 6. EQAO data have also been employed to investigate literacy development across different home language environments [ 50 , 56 ].…”