How Long-Term English Learners Perform on an English Language Proficiency Assessment during Grades 2 through 5: An Examination of Assessment Tasks and Features

Autor/inn/en	Shin, Nami; Kao, Jenny C.; Keum, Eunhee; Sato, Edynn; Choi, Kilchan
Titel	How Long-Term English Learners Perform on an English Language Proficiency Assessment during Grades 2 through 5: An Examination of Assessment Tasks and Features
Quelle	In: Journal of Education for Students Placed at Risk, 28 (2023) 1, S.7-46 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2022.2123329
Schlagwörter	English Language Learners; Language Proficiency; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Language Tests; English (Second Language); Student Needs; Listening Skills; Speech Skills; Reading Skills; Writing Skills; Student Characteristics; At Risk Students + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit
Abstract	Using two states' longitudinal data, this study tracked long-term English learner (LTEL) students' performance on an annual English language proficiency (ELP) assessment (the ELPA21) from their pre-LTEL period. We followed English learner (EL) students who were initially classified as EL students in Kindergarten or in Grade 1 until they reached Grade 5. We defined LTEL students as EL students who have not achieved English language proficiency after five years of their initial EL classification. We examined LTEL students' overall-, domain-, task-, and item-level performance in the ELPA21 and compared how their performances differed from non-LTEL students. We also identified features of items in the Grades 2 through 5 ELPA21 that were particularly challenging for LTEL students. LTEL students showed significantly lower proficiency and slower development in reading and writing than in listening and speaking domains in Grades 2 through 5, suggesting the need for strengthening elementary EL services and targeting instruction for EL students at risk of becoming LTEL students. In addition, findings suggest variability of task types and item features across grade levels that presented more challenges for LTEL students. The findings have implications for EL policies, programs, and instruction, especially for elementary EL students at risk of becoming LTEL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01