Transnational English language learners fighting on an unlevel playing field: high school exit exams, accommodations, and ESL status

Abstract

Though previous research addresses the negative impact of state-mandated high school exit exams on English language learners' (ELLs) educational experiences, less attention has been given to how college-oriented ELLs, especially those who attended school in their home countries before coming to the US, handle rigorous exams or gain access to tertiary education. This paper examines how lateentrant transnational ELL students negotiate the linguistic and academic challenges imposed by high school exit exams. Qualitative analyses show that these students deliberately flunk a state-wide English proficiency test mandated by No Child Left Behind and maintain their ELL status in order to avoid losing ELL accommodations, without which they would have little hope of passing the exit exams. This paper argues that such intentional test-failure reveals the role of both teachers and students as policymakers in their own right. The paper further delves into the serious test validity and fairness issues entailed in language education policies in the US and sheds light on the importance of ensuring equitable treatment for ELLs and incorporating the voices of test-taking ELLs and their teachers into policymaking decisions.

The hero’s journey: understanding the experiences and motivations of international secondary students

“…The academic challenges faced by the students mirror findings of research that document the range of tests international secondary students encounter (e.g., Alexander, 2017;Gan, 2009;Kim & Okazaki, 2014) and demonstrate the important role of perceived competence in the wellbeing of international students (e.g., Kuo & Roysircar, 2006;Leung, 2001).…”

“…International students often struggle to make friends with host nation students (Gan, 2009;Kim & Okazaki, 2014). Reasons for this include cultural dissonance (Alexander, 2017;Gan, 2009), language difficulties (Kuo, 2011) and perceptions of discrimination (Kuo & Roysircar, 2006). These obstacles to developing friendships mean that most international students form their closest relationships with other overseas students (Hendrickson et al, 2011;McFaul, 2016;Rienties et al, 2013).…”

What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement

“…Adolescents across various studies have identified the role of ELP testing in their classification as ELs (e.g., Alexander, 2017; Koyama, 2004; McKay & Wong, 1996; Menken, 2008; Valenzuela, 1999). Within this research, they not only describe the function of these tests, but they often share their opinions about ELP testing.…”

Evaluation of English Language Learning Among in Diploma Student using the SPSS Method

“…It emphasizes that both educators and students have the authority to make decisions. This study highlights the significance of providing equal treatment for ELLs and discusses important concerns of reliability of tests and equity in US language education regulations [11].…”