Reclassification and Multilingual Learners' Science Achievement

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-11-06 DOI:10.1002/tesq.3270

Mark B. Pacheco, F. Chris Curran, Lelydeyvis Boza, Amber W. Deig, Katharine T. Harris, Tiffany S. Tan

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Abstract

Abstract This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.

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重新分类与多语言学习者的科学成就

本研究为双语教育和教育政策交叉领域的学术研究做出了贡献，并探讨了重新分类或学校正式英语语言服务的过渡，作为加速或减速多语言学习者科学学习的一个潜在杠杆。更具体地说，它使用具有全国代表性的2010-11年幼儿纵向研究(ECLS - K:2011)数据集，追踪了六年间多语言学习者的科学学术成就与科学考试成绩的关系。我们使用面板数据的回归分析来探讨在全国范围内，重新分类与ml的科学成就之间的关系，然后，背景因素(包括家庭、学校和个人特征)的变化如何影响这种关系。结果表明，在控制了协变量和先前的测试成绩之后，与保留其EL状态的学生相比，重新分类与差异科学测试成绩没有显著相关。结果进一步表明，重新分类与先前在双语项目中学习的ml的科学成就较高有关，而与先前在双语项目中学习的ml的科学成就较低有关。最后，我们提出了重分类过程的启示，以及未来在重分类、多语学习者和学术成就方面的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.