English language learners in focus : predictors of English proficiency and academic achievement.

Academic achievement of English language learners (ELLs), the fastest growing population in the U.S. schools, deserves greater attention. This non-experimental study investigated the unique contributions-above and beyond other individual difference and school characteristics-of language learning strategies (LLS) to student academic outcomes in a second language (L2). The sample comprised 1,057 ELLs (651 elementary, 275 middle, and 131 high school) attending 38 schools in one urban school district. Descriptive analysis results indicated that ELLs used a large array ofLLS; yet, except for metacognitive strategies, most LLS were reportedly used only at a medium level of frequency. The results also indicated a strong awareness of strategy effectiveness among teachers: A lack of significant correlations between teacher and student LLS ratings, however, suggested that teacher beliefs may not necessarily translate into practice. The results of Structural Equation Modeling analyses identified three positive, instructionally manipulable contributors to ELLs\u27 L2 outcomes: metacognitive strategies, motivation, and native language (L 1) literacy. Whereas metacognitive strategy use appeared to be stable, cognitive strategy use declined as a function of age; memory, social, affective, and compensation strategy use declined as a function of length of residence (LOR). These results confirmed Gardner et al.\u27s (1997) hypothesis holding that with increased L2 proficiency students may feel less need in using LLS and suggested that age and LOR may moderate the relationships between LLS and L2 outcomes. Hierarchical Linear Modeling results indicated that metacognitive strategies, L 1 literacy, and English proficiency significantly contributed to reading achievement. Controlling for other predictors, lack of prior formal schooling had no negative effect on ELLs\u27 achievement; lack of mother formal education was a negative predictor of mathematics and science-but not reading and social studies-scores. Higher school quality indicators predicted higher academic achievement among ELLs. The overall results suggest that ELLs would benefit from: (a) integrated content, language, and metacognitive strategy instruction; (b) classrooms that stimulate motivation; (c) Ll literacy maintenance; (d) additional L2 support; and (e) placement in higher-performing schools. Additional research is needed to explore the potential moderator effects of age and LOR on the relationships between LLS and L2 outcomes

Supporting Science Learning For English Language Learners

This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery

Integrating science and literacy for young English learners : a pilot study.

This pilot investigated the promise of positive outcomes in literacy, science, and social behavior on K– 2 English learner (﴾EL)﴿ students after two months of implementation of the Science Inquiry Centered Argumentation Model (﴾ScICAM)﴿—a systematic teaching approach to science learning that integrates literacy instruction and argument-‐based inquiry. The sample included 17 teachers and 31 EL students. Results indicated that teacher practices (﴾proximal outcomes)﴿ aligned well with the ScICAM approach and resulted in increases in EL student learning (﴾distal outcomes)﴿. Teacher increase in the use of inquiry and writing scaffolds and student growth in the ability to express understandings through oral and written modes also suggested that ScICAM practices are supportive of key practices identified by the Next Generation Science Standards (﴾NGSS Lead States, 2013)﴿. These results highlight the merit of pursuing larger, long-‐term projects that collaborate with teachers on developing and implementing ScICAM interventions

Validating the English Language Learner Motivation Scale (ELLMS): Pre-college to measure language learning motivational orientations among young ELLs

a b s t r a c t a r t i c l e i n f o This study modified and validated a measure of motivational orientations -grounded in self-determination theory and originally developed for postsecondary students -for use with younger (pre-college) English language learners (ELLs). Exploratory factor analysis results in Sample A (n = 528) indicated that the data were best explained by a three-factor solution (intrinsic motivation, introjected regulation, and external regulation) that explained 51.6% of the variance. These results were corroborated by a confirmatory factor analysis in an independent Sample B (n = 529; GFI = .97, CFI = .96, SRMR = .04, RMSEA = .05). The test for invariance across the two samples further supported the validity of the measure. The modified instrument, named English Language Learner Motivation Scale (ELLMS): Pre-College, showed strong psychometric characteristics for use with elementary (ages 9-11 years), middle (ages 12-14 years), and high school (ages 16-17) ELLs. Applications of the measure are discussed

Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores

Abstract Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English learner (EL) students using PISA 2012 data for American middle-grade students. For both outcomes, results of 3-step hierarchical linear regression models for the combined sample closely mirror those of English-at-home students and mask the unique characteristic of ELs. For self-concept, six (classroom management, cognitive activation, disciplinary climate, teacher support, sense of belonging, and teacher student relations) out of seven predictors were statistically significant and positive predictors for English-at-home students (teacher support being the strongest); only two predictors (disciplinary climate, and teacher student relations) were significant and positive for ELs. Similarly, group discrepancies were found for mathematics achievement. Five variables (classroom management, teacher support, disciplinary climate, sense of belonging to school, and teacher student relations), were significant predictors of English-at-home students. Yet, only three variables (classroom management, disciplinary climate, and teacher support) significantly predicted achievement of ELs. Classroom climate was consistently an important predictor across outcomes and student populations and was the strongest contributor for ELs. Implications and future directions are discussed