English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

Ardasheva, Yuliya; Tretter, Thomas R.; Kinny, Marti

doi:10.1111/j.1467-9922.2011.00652.x

Cited by 78 publications

(69 citation statements)

References 63 publications

(233 reference statements)

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“…Yet dual-language learning might also result in greater science achievement. This is because, upon reaching a threshold of linguistic competence, bilingualism's greater cognitive demands are hypothesized to accelerate children's academic achievement growth (Ardasheva, Tretter, & Kinny, 2012;Kempert, Saalbach, & Hardy, 2011;Ricciardelli, 1992), resulting in compensatory achievement growth trajectories (Crosnoe, 2012;Reardon & Galindo, 2009).…”

Section: Possible Dynamics Of Science Achievement Gapsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

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We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.

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Section: Possible Dynamics Of Science Achievement Gapsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

View full text Add to dashboard Cite

show abstract

“…The transferability of L1 reading to L2 reading has been discussed with the center of the short-circuit hypothesis or the threshold hypothesis (Alderson, 1984;Clarke, 1980). Regardless of the crucial importance of the threshold hypothesis in L2 reading, empirical studies to test the hypothesis have been regrettably limited and the findings, to date, have been surprisingly conflicted each other (Ardasheva et al, 2011;August, 2006;Bernhardt & Kamil, 1995;Bossers, 1991;Carrell, 1991;Jiang, 2011;Lee & Schallert, 1997;Park & Chae, 2000;Pichette et al, 2003;Taillefer, 1996). The conflicting findings might be in part attributable to L2 readers' native language that was intricately interwoven with other confounding variables including proficiency level, reading task, and learning context, and in part attributable to the lack of research methods used to test the hypothesis.…”

Section: Introductionmentioning

confidence: 99%

Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

Park¹

2013

ELT

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This study attempted to test the threshold hypothesis in second/foreign language (L2) reading by investigating the relations among first language (L1) reading, L2 knowledge, and L2 reading comprehension in a sample of 2666 (1333 males and 1333 females) Korean EFL high school students. Three different methods of data analysis were utilized after closely looking into the methods of data analysis of the current literature on a language threshold. Statistical analysis revealed that the contribution of L1 reading and L2 knowledge to L2 reading was significant and substantial in the main and interaction effects, accounting for 54 percent of variance of L2 reading comprehension in tandem. However, the correlation of L1 reading to L2 reading showed, in general, a decreasing trend in accordance with the improvement of L2 knowledge, which is in contrast with the notion of a threshold level. This result of a language threshold was discussed in terms of a broad construct of language transfer and the interactive approach to reading in an L2.

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“…ELLs from Pre-K through College experience language barriers when in U.S. education facilities, public schools, colleges and universities. A number of studies have indicated that the numbers of ELLs are expected to continue to rise (Ardasheva, Tretter, & Kinny, 2012; English language learners, n.d.; Fayon, Goff, & Duranczyk, 2010;Herbert, 2012;Russakoff & Foundation for Child, 2011). Russakoff and Foundation for Child (2011) cited Thomas and Collier (2002) which explained that by 2030, the ELL population in the U.S. school system would be at 40%.…”

Section: Introductionmentioning

confidence: 99%

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

Gibson¹

2016

ELT

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Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.Keywords: achievement gaps, English language learner, English as a second language, English language acquisition, English language development, Spanish-English cognate

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English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

Cited by 78 publications

References 63 publications

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

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