Systematic Review on Consequential Validity for English Language Learners (ELLs) Post-2015 by Examining Classifications

• In Event: AERA Roundtable Session Friday 11:45 am
  In Roundtable Session: Linguistic Justice and Policy Implications for Multi-lingual Learners

Abstract

We examined scholarly articles to investigate the consequential validity concerning English Language Learners (ELLs/MLs), focusing on how standardized tests influence ELLs through labels, descriptors, classifications, and reclassifications. Our systematic review of 26 articles pinpointed that research indicates that ELLs have distinct expectations, often comparing proficient and non-proficient students, including native and non-native English speakers. Findings suggest a perceived difference in what it means to be English proficient. The study aims to answer: “What labels and classifications from English proficiency assessments are used to report ELLs' English ability in U.S. K-12 studies post-2015?”

Authors

• Maria Pia Oelrich, College of William & Mary

• David Davenport, College of William & Mary