Examining English Language Learners and Low-Performing Non–English Language Learners on Academic English Proficiency

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-19 - Topics in Structural Modeling

Abstract

Past research has shown a high correlation between the acquisition of academic knowledge and academic language. Academic English, therefore, is a key area of research to support the preparation of students for the new curriculum and assessment. In this paper we present a study that focuses on academic English learners (AELs)’ performance on an English language proficiency assessment. The study contributes to researchers and educators’ understandings of AELs’ language needs and calls for attention to non-ELL students who are currently not tracked on their academic English proficiency under federal requirements. Findings from the study also argue for differentiated instructional strategies to AELs with consideration of AEL performance characteristics in each school’s individual context.

Authors

• Huan Wang, CTB/McGraw-Hill LLC

• Changhua S. Rich, ACT, Inc.

• Xinhui Xiong, AICPA

• Anne H. Davidson, Anne H. Davidson