Time to Proficiency in Young English Learners and Factors That Affect Progress

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-06-24 DOI:10.1002/tesq.3340

Xiaowan Zhang, Paula Winke

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引用次数: 0

Abstract

We investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time‐to‐proficiency estimate is affected by child‐internal and child‐external factors, including primary disability status, primary home language, home English use, instructional programming, and retention status. We used discrete‐time survival analysis to analyze the children's English growth. Survival analysis often concerns time from treatment until death: Here, “survival” is the time from EL‐program entry until “proficiency,” indicated via standardized testing. Half of the students attained proficiency in 5 years. Literacy skills (reading and writing) in general developed at slower rates than oral language skills (speaking and listening), with writing being ELs' biggest barrier to proficiency. While time to proficiency was significantly related to primary disability status, primary home language, and retention status, exposing ELs to their home language at home or at school does not have a substantial effect on their rates of English acquisition. The results are discussed for their research and practical implications.

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青少年英语学习者达到熟练程度的时间和影响进展的因素

我们调查了 54146 名英语学习者（ELs）平均从 5 岁到 11 岁（美国幼儿园到五年级）达到英语熟练程度所需的时间。我们还研究了达到熟练程度所需的时间在多大程度上受儿童内部和儿童外部因素的影响，包括主要残疾状况、主要家庭语言、家庭英语使用情况、教学计划和保留状况。我们采用离散时间生存分析法来分析儿童的英语成长情况。生存分析通常涉及从治疗到死亡的时间：在这里，"存活 "是指从参加英语学习课程到通过标准化测试达到 "熟练 "的时间。半数学生在 5 年内达到熟练程度。读写能力（读和写）的发展速度普遍低于口语能力（说和听）的发展速度，而写作是英语学习者达到熟练程度的最大障碍。虽然提高熟练程度的时间与主要残疾状况、主要家庭语言和留级状况有很大关系，但让英语语言学习者在家里或学校接触他们的家庭语言对他们的英语习得率并没有实质性的影响。本文讨论了这些结果的研究和实际意义。

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 The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect.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.

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