English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis
This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English‐speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient stude...
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| Published in | Language learning Vol. 62; no. 3; pp. 769 - 812 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Malden, USA
Blackwell Publishing Inc
01.09.2012
Wiley-Blackwell Wiley Subscription Services, Inc |
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| Online Access | Get full text |
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| Abstract | This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English‐speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student‐ and school‐level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed. |
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| AbstractList | This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student' and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed. (Contains 3 tables and 13 notes.) This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed. Adapted from the source document This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English‐speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student‐ and school‐level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed. This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed. [PUBLICATION ABSTRACT] |
| Audience | Middle Schools |
| Author | Kinny, Marti Ardasheva, Yuliya Tretter, Thomas R. |
| Author_xml | – sequence: 1 givenname: Yuliya surname: Ardasheva fullname: Ardasheva, Yuliya organization: University of Louisville – sequence: 2 givenname: Thomas R. surname: Tretter fullname: Tretter, Thomas R. organization: University of Louisville – sequence: 3 givenname: Marti surname: Kinny fullname: Kinny, Marti organization: Jefferson County Public Schools |
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| Copyright | 2011 Language Learning Research Club, University of Michigan 2015 INIST-CNRS |
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| Keywords | Language proficiency ELLs' academic achievement academic achievement Mathematics hierarchical linear modeling threshold hypothesis Teaching English Reading ELL reclassification/redesignation achievement gap Adolescent Bilingualism language proficiency; redesignated fluent English proficient students |
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| Notes | istex:7A308B9C9DCB899E777ABEA9352C85B8025B1BED ArticleID:LANG652 ark:/67375/WNG-CHPG11WD-X The authors would like to thank Lourdes Ortega, the anonymous Language Learning reviewers, and Jim Cummins for their insightful comments. Any shortcomings of the study are our sole responsibility. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
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| SubjectTerms | Academic Achievement achievement gap bilingualism Education. Teaching Effect Size ELL reclassification/redesignation ELLs' academic achievement English (Second Language) English as a second language Foreign language learning hierarchical linear modeling Institutional Characteristics Language Fluency Language Proficiency Linguistic Theory Linguistics Mathematics Achievement Middle School Students Native Speakers Prediction Production and comprehension processes Psycholinguistics Psychology of language Reading Achievement redesignated fluent English proficient students Second Language Learning Statistical Analysis Student Characteristics threshold hypothesis |
| Title | English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis |
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