Long-term English Learners' Middle School Stagnation

Download or read book Long-term English Learners' Middle School Stagnation written by Berlinda Helen Akao and published by . This book was released on 2019 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a strong need to provide instructional support for long-term English learners throughout California. Every year English learners (ELs) and long-term English learners (LTELs) are faced with taking the English Language Proficiency Assessment of California (ELPAC); the results of which cause many to remain in English Language Development classes for years and they continue to have poor academic performance in all content areas, especially in reading. On average, only 14% of (LTELs or ELs) meet the academic and English language criteria to be reclassified as English proficient annually. The daunting expectations are a problem for California school districts because ELLs and LTELs compose a large segment of the student population in kindergarten through twelfth grades. For this study, a mixed-method research design was conducted at a middle school in Southern California to determine why the reading ability of LTELs stops progressing or stagnates. Qualitative research was conducted and data was collected by interviewing twenty-one LTELs in middle school. Semi-structured questions were developed to determine how they perceived their reading abilities. In addition, student archival records were used to analyze academic performance on the California Assessment of Student Performance and Progress (CAASPP) state testing and English Language Proficient Assessment for California (ELPAC). Furthermore, quantitative research was conducted via a confidential survey. The quantitative research was used to analyze teacher perceptions about English language learner instruction and assessment. The results indicate that the LTELs in this study have struggled academically since they began as kindergartners in California schools. From the students' perceptions, their primary language was English, in which student participants should not have been placed in English BARRIERS FOR LTELs Language Development class in the first place. Though Spanish was spoken in the home, most did not realize that they were an English learner until they enrolled in middle school. Additionally, students were not aware of their English language proficiency scores on the English Language Proficiency Assessment for California (ELPAC). Students' belief of knowing their ELPAC reading score would have helped them improve in reading and help them in their content classes. Also, 48% of the students felt that they were not academically supported by their content teachers. Furthermore, students considered themselves bilingual; consequently, they do not have a solid foundation of either Spanish or English. As perceived by the teacher respondents to the survey, the results show that all agreed to the English learner instruction and assessment; however, LTELs academic progress and test scores show all student participants failing. Teachers commented that there are challenges and limits that get in the way to provide students with important learning components. Teachers believed that the EL instruction and assessment was very important on the teacher survey; however, it was indicated that EL instruction was not currently happening. Others commented that students are being identified as ELs, when in fact, they are English speakers making it difficult for ELs to be properly placed according to their academic needs. LTELs are capable and have the desire to succeed and this study brings awareness to the fact that all educators must have a better understanding of their learning needs as they work with students to set specific ELD and academic goals. The study also highlights the fact that districts and administrators must closely monitor LTELs in order to ensure that they meet the criteria for reclassification. Supporting English language learners must be a priority in order to ensure that all students graduate college and career ready as members of our global economy. BARRIERS FOR LTELs KEYWORDS: English learners (ELs), Long term English learners (LTELs), English Language Proficiency Assessment of California (ELPAC), California Assessment of Student Performance and Progress (CAASPP), English Language Development (ELD)