A Study of Non-Native English Speakers' Academic Performance at Santa Ana College.

Autor/inn/en	Slark, Julie; Bateman, Harold
Institution	Santa Ana Coll., CA.
Titel	A Study of Non-Native English Speakers' Academic Performance at Santa Ana College.
Quelle	(1981), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Asian Americans; Community Colleges; Correlation; English (Second Language); Grades (Scholastic); Hispanic Americans; Language Proficiency; Language Tests; Minority Groups; Native Speakers; Two Year College Students; Two Year Colleges; Vietnamese People + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Community college; Community College; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Notenspiegel; Hispanic; Hispanoamerikaner; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Ethnische Minderheit; Muttersprachler
Abstract	A study was conducted in 1980-81 at Santa Ana College (SAC) to collect data on the English communication skills of non-native English speakers and to determine if a relationship existed between these skills and student's educational success. A sample of 22 classes, with an enrollment of at least 50% non-native English speakers and representing a variety of disciplines and instructional methods, was selected. The Nelson-Denny vocabulary and comprehension tests and the Comprehensive English Language Test (CELT) of listening were used to measure English ability. Study findings, based on test scores and grades of 53% of all students enrolled in the sample classes at census week (N=503), included the following: (1) Vietnamese and Spanish were the most commonly spoken non-English languages; (2) overall, fewer A's and more B's, C's, and D's were earned in the sample classes than at SAC as a whole, however, these classes had lower withdrawal rates; (3) Anthropology 101 and Sociology 100 showed significant positive correlations between test scores and grades, while Chemistry 219, Math 180, and Music 161 showed consistently negative coefficients; (4) as a whole the grades of English and non-native English speakers were comparable; and (5) success rates tended to favor students who had completed English courses. The study report discusses methodology, statistical findings, and limitations and is appended by statistical data tables. (KL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01