Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

Abstract

The effectiveness of various strategies for educating the growing U.S. population of English language leamers (ELLs) has attracted a great deal of controversy. Bilingual education theory posits that retention and continued development of native language (LI) skills facilitate academic achievement through two mediating mechanisms. First, LI proficiency promotes second language (L2) acquisition, which is required to succeed academically. Second, competence in the heritage language positively influences academic achievement by maintaining self-esteem. Both of these meditational chains were tested in a multivariate latent growth model of longitudinal data from the National Education Longitudinal Study (NELS:88/2000). LI proficiency was specified to predict distal math and science outcomes through its association with both L2 literacy and self-esteem. In tum, academic self-concept was hypothesized to mediate the self-esteem-academic achievement relation. Home and school characteristics were included as covariates. The full model exhibited excellent fit only in the Hispanic portion of the ELL sample. Consistent with the broader literature, ethnicity appears to serve as an important moderator of the way native language proficiency relates to self-perception, L2 acquisition, and math and science achievement.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

“…We had expected bilingual education status would be associated with a more positive transition to middle school, based on research documenting a positive role of bilingualism on students' positive self‐concept and ethnic identity, sense of school belonging (Fuligni, Witkow, & Garcia, ), and parental support and encouragement for academic success (Fuligni & Flook, ; Guglielmi, ). Although there was no direct effect of bilingual education on posttransition trajectories of engagement, change in school ethnic congruence across the transition moderated the effect, such that, among students exiting bilingual classes at the transition to middle school, an increase in school ethnic incongruence was associated with a positive slope.…”

“…A strong ethnic identity, in turn, is associated with a more positive identification with school and sense of school belonging (Fuligni, Witkow, & Garcia, ). Guglielmi () found an indirect effect of bilingualism on achievement via its direct effect on self‐esteem.…”

Exploring teachers’ beliefs about algebra: a study of South African teachers from historically disadvantaged backgrounds

“…As outlined, teachers, whose first language is isiZulu, are not only instructed in English in teacher education programs (such as the ACE mentioned in this study), but are also given instructional materials (including texts) in English. Current empirically supported theory in multilingual education points to a chain of mediating effects that language proficiency has on academic achievement (Guglielmi, 2012). In other words, an individual's proficiency in their first language promotes English proficiency, which in turn plays a role in their mathematical proficiency.…”

Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012

“…Several student background characteristics are expected to affect student achievement. Low socioeconomic status, English language learner status, student disability status, minority race/ethnicity, and female gender have a negative relationship with academic achievement as shown in the literature (ACT, Inc., 2012b; Bali & Alvarez, 2004;Garcia, Lawton, & De Figueiredo, 2012;Guglielmi, 2012;McGraw, Lubienski, & Strutchens, 2006;Parke & Kanyongo, 2012;Siegler et al, 2012;Wolk, 2011). It is expected that students with low socioeconomic status, English language learner status, disability status, minorities, and females will have lower ACT scores than their peers.…”

“…Whites had an average composite score of 22.4, African Americans 17.0, and Hispanics 18.9 (ACT, Inc., 2012b). English language learners also underperform native English speakers in both reading and mathematics (Garcia, Lawton, & De Figueiredo, 2012;Guglielmi, 2012). Examining National Assessment of Educational Progress (NAEP) data, McGraw, Lubienski, and Strutchens (2006) found males to have consistently higher mathematics test scores than females from 1990 to…”