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Batalova, J. Bleakley, H. Age at arrival, English proficiency, and social assimilation among U. American Economic Journal: Applied Economics, 2 1 , Block, N. International Journal of Bilingual Education and Bilingualism, 15 2 , Boyson, B. California Department of Education.

Callahan, R. Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42 2 , Social Science Quarterly, 89 1 , Academic achievement and course taking among language minority youth in U.

Educational Evaluation and Policy Analysis, 32 1 , Carhill, A. Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45 4 , Carroll, P. Do decision rules matter? A descriptive study of English-language proficiency assessment classifications for English-language learners and native English speakers in fifth grade.

Language Testing, 33 1 , Cazabon, M. Chamot, A. Reading, MA: Addison-Wesley. Clewell, B. Promise or Peril? Washington, DC: Urban Institute. Cobb-Clark, D. Cohen, J. Speaking English and the loss of heritage language. Collins, B. Dual language development of Latino children: Effect of instructional program type and the home and school language environment.

Early Child Research Quarterly, 29 3 , Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten. International Journal of the Sociology of Language, , Dual language profiles of Latino children of immigrants: Stability and change over the early school years. Applied Psycholinguistics, 35 3 , Conger, D.

Testing, time limits, and English learners: Does age of school entry affect how quickly students can learn English? Social Science Research, 38 2 , Cook, V. Evidence of multicompetence. Language Learning, 42 , Crystal, D. English as a Global Language. Cummins, J. Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics , 2 2 , ll The same outcomes for all? High school students reflect on their two-way immersion program experiences.

Christian, D. Tedick, and T. Fortune Eds. Bristol, UK: Multilingual Matters. Delcenserie, A. Language and memory abilities of internationally adopted children from China: Evidence for early age effects. Journal of Child Language, 41 6 , Espinosa, L. English-language learners as they enter school.

Pianta, M. Cox, and K. Snow Eds. Baltimore, MD: Paul H. New York: Foundation for Child Development. Freeman, Y. Portsmouth, NH: Heinemann. Planning for the future in rural and urban high schools. Journal of Education for Students Placed at Risk, 6 , Genesee, F. Myths about early childhood bilingualism. Canadian Psychology, 56 1 , Cross-linguistic relationships in working memory, phonological processes, and oral language.

August and T. Shanahan Eds. New York: Cambridge University Press. Goldenberg, C. Thousand Oaks, CA: Corwin. Greenberg-Motamedi, J. Grissom, J. Reclassification of English learners. Education Policy Analysis Archives, 12 , Grosjean, F.

The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6 , Gullifer, J. When language switching has no apparent cost: Lexical access in sentence context. Frontiers in Psychology, 4. Hakuta, K. Educating language minority students and affirming their equal rights research and practical perspectives.

Educational Researcher, 40 4 , Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics , 13 1 , Hammer, C. International Journal of Bilingual Education and Bilingualism, 11 1 , Scientific Studies of Reading, 13 2 , The language and literacy development of young dual language learners: A critical review.

Early Childhood Research Quarterly, 29 4 , Han, W. The role of family SES and language background in shaping the well-being of children of Asian origin in the context of school mobility. Race and Social Problems, 6 1 , American Journal of Public Health, 5 , Hill, E. Sacramento: California Legislative Analysts Office. Jackson, C. Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families. Language, Speech, and Hearing Services in Schools, 45 1 , Jia, G.

A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24 1 , Johnson, T. Canonical correlation of elementary Spanish speaking English language learners entry characteristics to current English language status.

Education, 3 , Kanno, Y. American Educational Research Journal, 51 5 , Kieffer, M. Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 4 , Kohnert, K.

Balancing bilinguals lexical-semantic production and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 42 6 , Kroll, J. Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain. Current Directions in Psychological Science, 23 3 , Lambert, W. Lesaux, N. Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study.

Journal of Educational Psychology, 99 4 , Leung, G. Bilingual Research Journal, 35 3 , Lindholm, K. The Journal of Education, 2 , Lindholm-Leary, K. Dual Language Education. Clevedon, UK: Multilingual Matters. Student and school impacts: A quantitative analysis.

Olsen, K. Lindholm-Leary, M. Lavadenz, E. Armas, and F. Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. Tedick, D. Christian, and T. Avon, UK: Multilingual Matters. Bilingual and biliteracy skills in young Spanish-speaking low-SES children: Impact of instructional language and primary language proficiency.

International Journal of Bilingual Education and Bilingualism, 17 2 , Academic achievement. Genesee, K. Lindholm-Leary, W. Saunders, and D. Christian Eds. Journal of Multilingual and Multicultural Development, 32 6 , Language and academic achievement in two-way immersion programs. Fortune and D. Tedick Eds. Oxford, UK: Blackwell. Linquanti, R. MacSwan, J. Codeswitching and the timing of lexical insertion. Linguistic Approaches to Bilingualism, 6 6 , Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program.

Bilingual Research Journal, 29 3 , The role of language in theories of academic failure for linguistic minorities. Petrovic ed. Charlotte, NC: Information Age. Mancilla-Martinez, J. Child Development, 82 5 , Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view.

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Grammatical gender in bilingual and monolingual children: A Spanish morphosyntactic distinction. Oller and R. Eilers Eds. Mulligan, G. Itasca, IL: Riverside. Myers-Scotton, C. Social Motivations for Codeswitching: Evidence from Africa. Oxford: Clarendon Press. Nakamoto, J. Reading and Writing, 20 7 , National Research Council. August and K. Hakuta Eds. Tempe, AZ: Author. Nava, G. Lenguaje, 37 1 , Oller, D.

Language and Literacy in Bilingual Children. Olsen, L. Paradis, J. Second language acquisition in childhood. Hoff and M. Shatz Eds. Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research , 56 3 , Parrish, T. Pham, G. A longitudinal study of lexical development in children learning Vietnamese and English.

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Journal of Social Issues, 66 1 , Ramirez, A. Notions of grammaticality among teachers of bilingual pupils. Reardon, S. Patterns of literacy among U. The Future of Children, 22 2 , Riches, C. Cross-linguistic and cross-modal aspects of literacy development. Rodriguez, J. The impact of bilingual preschool education on the language development of Spanish-speaking children.

Early Childhood Research Quarterly, 10 4 , Rumberger, R. Student mobility and the increased risk of high school dropout. American Journal of Education , Saunders, W. Oral language. Scarcella, R. Academic English: A Conceptual Framework. Technical Report Schleppelgrell, M. Silver, D. Slama, R. A longitudinal analysis of academic English proficiency outcomes for adolescent English language learners in the United States.

Journal of Educational Psychology, 2 , Snow, C. The challenge of academic language. Olson, and N. Torrance Eds. Song, M. The learning and teaching of Korean in community schools. The Korean Language in America, 2, Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46 3 , Thomas, W. Thompson, K. Educational Policy [E-pub ahead of print]. Umansky, I. Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms.

Uriarte, M. Code switching and the classroom teacher. Language in Education: Theory and Practice , 4. Watt, D. Some you win, most you lose: Tracking ESL student drop out in high school English Quarterly, 26 3 , Wong-Fillmore, L. When learning a second language means losing the first. Early Childhood Research Quarterly, 6 3 , Stanford University Understanding Language Project. Yeni-Komshian, G. Pronunciation proficiency in the first and second languages of Korean—English bilinguals.

Bilingualism: Language and Cognition, 3 2 , Educating dual language learners DLLs and English learners ELs effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K in U. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

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Generally speaking, educational policies and practices concerning the role of language in the education of ELs reflect four commonly held beliefs see Cook, ; Cummins, ; and Grosjean, , for earlier renditions of these ideas , all of which have been challenged by empirical research see Genesee, , for a review of that evidence : Learning and using more than one language is burdensome and has associated costs and disadvantages.

Young children are effective and efficient second language learners. Amount of exposure is a significant correlate of language competence. The languages of bi- and multilinguals are separate neurocognitive systems. Page Share Cite. The line would go down. Elementary and Middle School ELs K-8 This review is based on a large sample of key studies on time to reclassification. Progress toward English-L2 proficiency tends to occur faster with earlier school entry and younger age at the time of entry.

Individual ELs vary considerably in their success at achieving proficiency in English. A relatively high proportion of ELs fail to achieve proficiency in English even after many years of schooling. The difficulties faced by ELs who do not achieve proficiency after more than 7 years in U. On the one hand, some of these estimates may appear positive e.

Effects of Age and Proficiency in English at School Entry Evidence indicates that progress toward proficiency in English among ELs as measured by reclassification tests occurs more rapidly during the first year after school entry and thus, presumably, during the early stages of English development in school and declines in subsequent elementary grades.

In contrast, studies of ELs who enter kindergarten with relatively low levels of proficiency in English show that, while they make progress over the following grades, they usually continue to lag behind their native English-speaking peers: Jackson and colleagues assessed the growth trajectories of receptive vocabulary development in both Spanish and English among migrant ELs of low socioeconomic status from kindergarten.

Mancilla-Martinez and Lesaux also found that ELs began kindergarten with much lower vocabulary levels in English compared with national norms, but made good growth and narrowed the gap by age 8, although they were still below national norms at age Collins and colleagues studied five groups of Latino children of immigrants to examine their dual language profiles from kindergarten to grade 2: 1 dual-proficient, 2 English-proficient, 3 Spanish-proficient, 4 borderline-proficient just below cut-off in one or both languages , and 5 limited-proficient in both languages 2 standard deviations below the norm.

They studied a linguistically diverse group of ELs, representing 33 languages, and found that although they started kindergarten with lower scores than those of native speakers, this gap had largely been closed by grade 4. Long-Term English Learners The evidence reviewed to this point clearly shows the difficulty of achieving reclassification to English-proficient and, by implication, levels of English proficiency that are deemed sufficient for ELs to participate in classrooms where all instruction is in English.

Olsen suggests that a simple binary distinction between LTEL and non-LTEL may not be the best or most useful way to understand and support the LTEL population: It is most useful, therefore, to think of a continuum from those long term English learners who are failing and whose proficiency is actually falling to those who are stagnating at a level of English proficiency managing to get by in school with very low grades, to those who are slowly progressing and doing okay in school.

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