The Ameliorating Effects of High Socioeconomic Status: A Secondary Analysis

Krashen, Stephen; Brown, Clara Lee

doi:10.1080/15235882.2005.10162830

Cited by 23 publications

(27 citation statements)

References 8 publications

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“…Researchers have found that socioeconomic status can often buffer the effects of limited English proficiency. ELL children from families with high socioeconomic status can perform academically as well as, if not better than, native English speakers from lower socioeconomic backgrounds (Krashen & Brown, 2005). Indeed, in the present study, we found that ELL children from more advantaged economic backgrounds gained proficiency faster than their less advantaged peers.…”

Section: Discussionmentioning

confidence: 99%

“…Krashen and Brown (2005) found that children with high levels of self-confidence and high levels of motivation are more likely to become proficient in English, whereas children with low self-esteem and children who generally do not feel good about themselves struggle with acquiring English. This has important implications for the way educators may choose to interact with ELL students and structure their classroom environment.…”

Section: Individual and Family Factors Influencing English Proficiencymentioning

confidence: 98%

“…Some of the factors outside of the school environment that researchers have identified as influencing the grade at which English proficiency is achieved include family socioeconomic status, parental education, neighborhood factors, the experience of discrimination, reasons for immigration (voluntary versus involuntary), social-emotional factors, length of exposure to English, and acculturation or motivation/aspiration (Bialystock & Hakuta, 1994; Krashen & Brown, 2005; MacSwan & Pray, 2005; Portes & Hao, 1998; Thomas, 2004). Some of the educational factors associated with the grade at which English language is acquired include participation in early care and education programs, parental involvement in school, teacher attitudes and characteristics, the number of limited English proficient students in the school, and exposure to well-designed bilingual education programs (Fitzgerald, 1993; Klingner, 2006; Winsler et al, 1999).…”

Section: Predictors Of English Proficiencymentioning

confidence: 99%

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Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

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The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development.

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Section: Discussionmentioning

confidence: 99%

Section: Individual and Family Factors Influencing English Proficiencymentioning

confidence: 98%

Section: Predictors Of English Proficiencymentioning

confidence: 99%

See 1 more Smart Citation

Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

View full text Add to dashboard Cite

show abstract

“…Although low SES is associated with lower levels of achievement in all groups, the extent of its influence on reading achievement may differ (e.g., an interaction or moderating effect) for ELL groups compared with native English-speaking populations (see D’Angiulli et al, 2004; Krashen & Brown, 2005; Kieffer, 2008). SES differences in mathematics have been noted as well (Ginsburg & Golbeck, 2004).…”

Section: Ses Primary Language and Mathematics Achievementmentioning

confidence: 99%

Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey.

Roberts¹,

Bryant²

2011

Developmental Psychology

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This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998 –1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills.

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“…Such factor as the subjects' state of bilingualism, social psychological, sociocultural contexts, socioeconomic status, and other relevant factors may be responsible for accounting the gains. For example, a recent study attributes to the socioeconomic status of bilingual students' academic achievement (Krashen & Brown, 2005; see also Krashen 1999).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Impacts of Bilinguality on Students’ Academic Writing Skill: Additional Evidence

Sugiharto

2015

Indonesian J. Appl. Linguist

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A plethora of published studies has convincingly demonstrated that bilingual students excel academically than their monolingual counterparts. Apparently, findings of these studies have been used to counterattack the long standing assumption that the psychological state of being able to access to more than one linguistic code (bilinguality) is more deleterious than beneficial. With new insights accumulating in support of bilinguality, the present study extends the findings of the previous ones, arguing that bilingualiaty positively affect students' coping strategies in academic writing tasks. Forty-eight students (24 monolinguals and 24 bilinguals) were assigned with a writing prompt with a topic related to an academic issue. Both quantitative and qualitative analysis were employed. Results from the quantitative analysis showed that the bilingual group exhibited more writing gains than the monolingual one. Qualitative analysis revealed that bilingual students employed more varied and richer coping strategies that their monolingual counterparts. With this additional evidence, this study suggests that there is an interconnected link between bilinguality and coping strategies in writing.

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The Ameliorating Effects of High Socioeconomic Status: A Secondary Analysis

Cited by 23 publications

References 8 publications

Predictors and outcomes of early versus later English language proficiency among English language learners

Predictors and outcomes of early versus later English language proficiency among English language learners

Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey.

Impacts of Bilinguality on Students’ Academic Writing Skill: Additional Evidence

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