Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors

Autor/inn/en	Umansky, Ilana M.; Thompson, Karen D.; Soland, James; Kibler, Amanda K.
Titel	Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors
Quelle	In: Bilingual Research Journal, 45 (2022) 2, S.180-204 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Umansky, Ilana M.) ORCID (Thompson, Karen D.) ORCID (Soland, James) ORCID (Kibler, Amanda K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2111618
Schlagwörter	English (Second Language); English Language Learners; Immigrants; Language Proficiency; Elementary Secondary Education; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; Sekundarschüler
Abstract	An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that are associated with differences in English language growth patterns among newcomers. The study further explores how newcomer students' English proficiency levels and growth compare to those of their non-newcomer EL-classified peers. We find that, on average, newcomer students have low initial English proficiency levels but their English proficiency develops quickly. There is wide variation in newcomer English level and growth patterns, however, suggestive that schools play an important role in fostering growth. Finally, we find exploratory evidence that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01