Explaining English Language Proficiency among Adolescent Immigrant Students

Autor/inn/en	Carhill, Avary; Suarez-Orozco, Carola; Paez, Mariela
Titel	Explaining English Language Proficiency among Adolescent Immigrant Students
Quelle	In: American Educational Research Journal, 45 (2008) 4, S.1155-1179 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208321443
Schlagwörter	Grade Point Average; Achievement Tests; Foreign Countries; Social Environment; Immigrants; Student Characteristics; English (Second Language); Language Proficiency; Second Language Learning; Academic Discourse; Prediction; Time Factors (Learning); Intervention; Role; China; Dominican Republic; Haiti; Mexico + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Soziales Umfeld; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Discourse; Diskurs; Vorhersage; Rollen; Dominikanische Republik; Mexiko
Abstract	This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central America, and Mexico. Previous research has shown the importance of English language proficiency in predicting academic achievement measured by GPA and achievement tests. The present study describes the academic English language proficiency of immigrant youth after, on average, 7 years in the United States and models factors that contribute to variation. Findings show that although differences in individual student characteristics partially explain variation in English language proficiency, the schools that immigrant youth attended are also important. The amount of time that students spent speaking English in informal social situations is predictive of English language proficiency. These findings demonstrate that social context factors directly affect language learning among adolescent immigrant youth and suggest a crucial role for school and peer interventions. (Contains 5 tables, 1 figure, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10