Math and Science Achievement in English Language Learners: Multivariate Latent Growth Modeling of Predictors, Mediators, and Moderators

Autor/in	Guglielmi, R. Sergio
Titel	Math and Science Achievement in English Language Learners: Multivariate Latent Growth Modeling of Predictors, Mediators, and Moderators
Quelle	In: Journal of Educational Psychology, 104 (2012) 3, S.580-602 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0027378
Schlagwörter	Academic Achievement; Science Achievement; Bilingual Education; Second Language Learning; Language Proficiency; English (Second Language); Mathematics Achievement; Native Language; Correlation; Transfer of Training; Self Esteem; Literacy; Longitudinal Studies; Prediction; Self Concept; Academic Ability; Ethnicity; Hispanic American Students; Family Income; Grade Point Average; Measures (Individuals); Language Maintenance + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Training; Transfer; Ausbildung; Self-esteem; Selbstaufmerksamkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Selbstkonzept; Ethnizität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Familieneinkommen; Messdaten; Sprachpflege
Abstract	The effectiveness of various strategies for educating the growing U.S. population of English language learners (ELLs) has attracted a great deal of controversy. Bilingual education theory posits that retention and continued development of native language (L1) skills facilitate academic achievement through two mediating mechanisms. First, L1 proficiency promotes second language (L2) acquisition, which is required to succeed academically. Second, competence in the heritage language positively influences academic achievement by maintaining self-esteem. Both of these meditational chains were tested in a multivariate latent growth model of longitudinal data from the National Education Longitudinal Study (NELS:88/2000). L1 proficiency was specified to predict distal math and science outcomes through its association with both L2 literacy and self-esteem. In turn, academic self-concept was hypothesized to mediate the self-esteem-academic achievement relation. Home and school characteristics were included as covariates. The full model exhibited excellent fit only in the Hispanic portion of the ELL sample. Consistent with the broader literature, ethnicity appears to serve as an important moderator of the way native language proficiency relates to self-perception, L2 acquisition, and math and science achievement. (Contains 5 tables, 3 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10