English Language Proficiency Growth Comparison Between English Language Learners With and Without Disabilities

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-7 - Special Education Research SIG: Exploring Race, Disability Status, and Social/Emotional Outcomes

Abstract

This longitudinal study investigates the impact of disability status of English language learners (ELLs) on their rate of English language proficiency acquisition over the course of 7 years in an English as a second language (ESL) program. Secondarily, the impact of other factors (SES, gender, the initial grade of exposure to formal English instruction) on the rate of proficiency acquisition was examined. We found that ELLs with disabilities have significantly lower starting scores and slower rate of proficiency acquisition in all language domains (speaking, listening, reading, and writing). This pattern creates a widening gap between ELLs with and without disabilities in English proficiency acquisition.

Author

• Tanya Longabach, Excelsior College