Time to Proficiency in Young English Learners and Factors That Affect Progress
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| Title: | Time to Proficiency in Young English Learners and Factors That Affect Progress |
|---|---|
| Language: | English |
| Authors: | Xiaowan Zhang (ORCID |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):695-729. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | English Learners, English (Second Language), Language Proficiency, Elementary School Students, Individual Characteristics, Language Usage, Family Environment, Reading Skills, Writing Skills, Speech Skills, Listening Skills, Barriers, Students with Disabilities |
| Geographic Terms: | Michigan |
| DOI: | 10.1002/tesq.3340 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | We investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time-to-proficiency estimate is affected by child-internal and child-external factors, including primary disability status, primary home language, home English use, instructional programming, and retention status. We used discrete-time survival analysis to analyze the children's English growth. Survival analysis often concerns time from treatment until death: Here, "survival" is the time from EL-program entry until "proficiency," indicated via standardized testing. Half of the students attained proficiency in 5 years. Literacy skills (reading and writing) in general developed at slower rates than oral language skills (speaking and listening), with writing being ELs' biggest barrier to proficiency. While time to proficiency was significantly related to primary disability status, primary home language, and retention status, exposing ELs to their home language at home or at school does not have a substantial effect on their rates of English acquisition. The results are discussed for their research and practical implications. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471573 |
| Database: | ERIC |
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