Language Proficiency and Academic Achievement for English Learners at Elementary and Secondary Levels

Language, an indispensable medium for communication, thought processing, and accessing content, plays a pivotal role in academic achievement. This becomes especially significant for English Learners (ELs) in countries where the medium of instruction is primarily English. The correlation between language proficiency and academic success for ELs at elementary and secondary levels is profound, impacting not only individual students but also the broader educational landscape. This article delves into this relationship in the context of both the elementary and secondary levels of education.

Understanding English Learners

Before we embark on the correlation itself, it’s vital to understand who English Learners are in the educational setting. ELs are students whose primary or home language is not English and who are in the process of developing their skills in listening, speaking, reading, and writing in English. Given the challenges they face in navigating an unfamiliar language landscape, the rate and quality of their English language acquisition can significantly influence their academic trajectory.

Elementary Level: Growing Language The Foundational Years

At the elementary level, children are at a foundational stage of cognitive and language development. Learning in these formative years involves more than just rote memorization. Children need to decipher meanings, comprehend contexts, and engage with the content in a language they are still grappling with. A solid grasp of the English language, therefore, becomes the linchpin for academic success in all subject areas.

Language proficiency is directly tied to early literacy skills. Phonemic awareness, vocabulary, and syntax comprehension – fundamental building blocks for reading – are rooted in language proficiency. A study by August and Shanahan (2006) affirms that ELs who have a stronger foundation in their primary language exhibit better second-language reading outcomes.

The elementary years are not just about cognitive growth but also social development. ELs with limited English proficiency often face challenges in making friends, understanding cultural nuances, and participating in classroom discussions. Their social experiences are intrinsically tied to their language skills, which in turn, influence their academic self-concept and motivation.

Secondary Level: Building Language Proficiency Upon the Foundational Years

By the time students reach secondary education, the complexity of content across subjects escalates. Subjects like history, science, and mathematics demand a higher level of language proficiency to understand abstract concepts, engage in critical thinking, and articulate nuanced opinions.

Secondary students often face standardized testing, determining their eligibility for advanced courses or college placements. For ELs, lacking language proficiency can severely impede their performance, not because they don't understand the subject matter, but because they may struggle to comprehend the language in which the questions are framed.

Secondary education acts as a bridge to higher education and career opportunities. ELs' language proficiency can significantly impact their grades, choice of advanced courses, and college admission prospects. Moreover, research by Callahan and Gándara (2014) highlights that ELs who don’t reach a threshold of English proficiency by middle or high school are at a higher risk of dropping out.

The Interplay of External Factors that Impact English Learners

The academic outcomes of English Learners (ELs) are not solely a function of their individual efforts or abilities. External factors, including the quality of institutional support, teacher competence, and the sociocultural environment, play a crucial role in shaping the correlation between language proficiency and academic success. Let's delve deeper into these factors:

Quality of English Language Development (ELD) Programs:

The environment in which an EL student learns English is as significant as their inherent ability to pick up a new language. The quality of ELD programs can drastically influence the rate and depth of English proficiency among these learners.

Integrated Learning of Content and Language:

ELD programs that meld content teaching with language learning have a dual advantage. By integrating subject content into language instruction, students simultaneously develop content knowledge and linguistic skills. For instance, while learning about the water cycle in a science class, students can also grapple with related vocabulary and grammatical structures, reinforcing both their subject understanding and language proficiency.

Outcome-Driven Curricula Aligned to Grade-Level Standards:

High-quality ELD programs tend to be structured, outcome-driven, and based on rigorous assessments that track student progress. It is critical that these curriculum resources that are being utilized in ELD programs are aligned to grade level standards. Regular feedback and targeted interventions, specific to individual learner needs, can significantly boost language acquisition, which in turn, affects academic performance.

Professional Learning Opportunities for Teachers:

The expertise and preparedness of educators in mainstream classrooms play an indispensable role in the academic trajectories of ELs. As teachers begin to incorporate culturally responsive practices into their classrooms, they begin to build on the linguistic and cultural assets that ELs bring to the classroom and show their ELs how much they value the cultural perspectives that enrich learning experiences for all learners in the classroom.

• Teachers trained in EL-specific strategies can differentiate instruction to cater to the unique needs of these students. Techniques like scaffolding, visual aids, and contextualized teaching can make content more accessible, ensuring that ELs are not left behind due to linguistic challenges.
• A trained teacher understands the importance of cultural sensitivity in the classroom. By respecting and acknowledging the diverse cultural backgrounds of ELs, educators can foster a positive learning environment that boosts student confidence, participation, and, ultimately, academic achievement.

Sociocultural Factors that Impact English Learners:

The social, economic, and cultural milieu in which ELs are situated deeply influences their academic journey. Families with higher SES often have access to supplementary educational resources, like private tutoring, digital learning tools, and a plethora of books. These resources can accelerate language proficiency and, by extension, enhance academic outcomes.

Parental engagement in a child's education journey can make a monumental difference. Parents who are involved can better track their child's progress, address challenges early, and connect with educators to devise effective strategies. The morale boost that comes from knowing that their parents are invested in their success can also elevate ELs' motivation to master the English language.

The cultural norms, values, and expectations surrounding education in an EL's household and community can shape their attitude towards language acquisition. In cultures that emphasize perseverance, continuous learning, or the prestige of mastering a second language, students may be more intrinsically motivated to achieve language proficiency, consequently bolstering their academic performance.

Overall, the interplay of high-quality ELD programs, well-trained teachers, and the sociocultural backdrop in which ELs find themselves creates a mosaic of influences that can either facilitate or hinder the correlation between language proficiency and academic achievement. Addressing these external factors holistically is key to ensuring the academic success of this unique group of learners.

The interrelation between language proficiency and academic success for English Learners is intricate and multi-dimensional. While it is undeniable that proficiency in English – the medium of instruction – is crucial for academic achievement, it’s equally important to understand that this proficiency doesn't merely stand for linguistic competence. It encompasses a student's ability to think critically, engage with complex ideas, and navigate social situations, all of which have profound implications for academic success.

Given the ramifications, educators, policymakers, and stakeholders must prioritize effective English language instruction, support, and resources for ELs, ensuring they have every opportunity to achieve their highest academic potential.

References and Recommended Readings:

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates Publishers.

Callahan, R. M., & Gándara, P. C. (2014). The bilingual advantage: Language, literacy and the US labor market. Multilingual Matters.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for serving adolescent newcomers. Center on Instruction.

Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. Teachers College Press.

Goldenberg, C., & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Corwin Press.

Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual language instruction from A-Z: Practical guidance for teachers and administrators. Heinemann.

Learn More about the Academic and Social Emotional Supports that English Learners Need to Be Able to Leverage the Linguistic and Cultural Assets that They Bring to the Classroom with the Empower Your English Learners! Podcast.