Are Immigrant Youth Faring Better in U.S. Schools?

2007 ◽  
Vol 41 (3) ◽  
pp. 579-601 ◽  
Author(s):  
Richard Fry
Keyword(s):  
Language Proficiency ◽  
Parental Education ◽  
English Language ◽  
Census Data ◽  
Immigrant Youth ◽  
Language Instruction ◽  
Dropping Out ◽  
Foreign Born ◽  
Background Characteristics ◽  
Out Of School

In spite of the growing numbers and geographic dispersion of foreign-born children, the school outcomes of foreign-born teens improved during the 1990s. Analysis of Decennial Census data reveals that fewer immigrant youth dropped out of school and their English language proficiency improved. Some of the improvement is due to compositional change in the foreign-born teen population. Levels of parental education increased over the decade. Poverty among foreign-born adolescents declined. Other youth background characteristics did not change in a favorable direction. Multivariate analysis reveals that there was a large decline in the likelihood of immigrant teens dropping out of school above and beyond the demographic changes over the decade. For example, the likelihood that a Mexican-born teen educated in U.S. schools drops out of school declined by an estimated 43 percent over the 1990s. There is little evidence, however, that U.S. schools have improved in their English language instruction over the decade.

Measuring English language proficiency across subgroups: Using score equity assessment to evaluate test fairness

2018 ◽  
Vol 36 (2) ◽  
pp. 289-309 ◽  
Author(s):  
Hanwook Yoo ◽  
Venessa F. Manna ◽  
Lora F. Monfils ◽  
Hyeon-Joo Oh
Keyword(s):  
Language Proficiency ◽  
Test Scores ◽  
English Language ◽  
Educational Background ◽  
Test Taker ◽  
Background Characteristics ◽  
Test Fairness ◽  
Educational Backgrounds ◽  
Language Tests ◽  
Language Exposure

This study illustrates the use of score equity assessment (SEA) for evaluating the fairness of reported test scores from assessments intended for test takers from diverse cultural, linguistic, and educational backgrounds, using a workplace English proficiency test. Subgroups were defined by test-taker background characteristics that research has shown to be associated with performance on language tests. The characteristics studied included gender, age, educational background, language exposure, and previous experience with the assessment. Overall, the empirical results indicated that the statistical and psychometric methods used in producing test scores were not strongly influenced by the subgroups of test takers from which the scores were derived. This result provides evidence in support of the comparability and meaning of test scores across the various test-taker groups studied. This example may encourage language testing programs to incorporate SEA analyses to provide evidence to inform the validity and fairness of reported scores for all groups of test takers.

scholarly journals The Effect of Content-Based Language Instruction on EFL Learners' Attention, Engagement, Volunteering and Verbal Interaction

2014 ◽  
Vol 31 ◽  
pp. 14-21
Author(s):  
Mohammad Ali Heidari-Shahreza
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Classroom Observation ◽  
Language Instruction ◽  
Verbal Interaction ◽  
First Semester ◽  
Language Class ◽  
Language Classrooms ◽  
Motivated Behaviors

Encouraged by the increasing popularity of content-based courses in academic contexts, the present study explored the possible effects of content-based language instruction (CBLI) on 72 Iranian university students’ motivated behaviors, namely, attention, engagement, eager volunteering and verbal interaction. The participants, who took part in the study, were divided into two groups of language class (LC) and content class. The average age in both groups was 22 with almost the same language proficiency level. To gather information on the participants’ motivated behaviors in language class and content class, a modified version of COLT (Communicative Orientation of Language Teaching) and MOLT (Motivation Orientation of Language Teaching) classroom observation scheme was implemented. Each class was observed five times during the first semester of the educational year 2012-2013. The observations took place with three-weak interval between them which totally covered almost the whole semester. The analysis of scheme-based classroom observation for a whole semester revealed that the students in the content-based class paid attention, engaged in and volunteered for learning tasks and activities more than their counterparts in the language-based class did. They also had more contribution to the total verbal interaction in the classroom. In the light of the findings, this study suggests that by shifting the focus in English language classrooms from form-focused to meaning-focused, language instructors can create more opportunities for the students to participate in learning activities and remain well-motivated throughout the semester.

scholarly journals A Corpus-based Study on the use of Phrasal Verbs in Malaysian Secondary School Textbooks

2019 ◽  
Vol 8 (6) ◽  
pp. 76
Author(s):  
Ainul Azmin Md Zamin ◽  
Mahmoud Elfeky ◽  
Rafidah Kamarudin ◽  
Faizah Abd Majid
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
English Language ◽  
Language Instruction ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
English Language Instruction ◽  
Linguistic Approach ◽  
Upper Secondary Schools ◽  
Selection Of

Phrasal verbs (PVs) are one of the most notoriously puzzling aspects of English language instruction. Despite their difficulty and idiosyncrasies, they are of high relevance for ESL/EFL learners because mastery of PVs is often equated with language proficiency. Different from prior researches, this content analysis study seeks to identify the PVs used in the Malaysian upper secondary school textbooks and the frequency count of each PV in each textbook using a corpus linguistic approach. The most frequently PVs in each textbook were compared to the list provided by Biber et al (1999)’s Longman Grammar of Spoken and Written English corpus. Findings from this study revealed that the selection and presentation of these combinations in the secondary school textbooks used in Malaysia depended more on authors’ intuition rather than on empirical findings and pedagogical principles. There were no clear explanations of Phrasal Verbs in both textbooks that were analysed. Despite the large number of PVs in the corpus, their presentation in the textbooks was far from satisfactory with some being over-repeated at the expense of some others. This paper makes a few suggestions to further improve the present treatment of PVs in the textbooks used at upper secondary schools in Malaysia. It is suggested that accurate definitions and appropriate selection and presentation of PVs should be considered. Rather than relying on intuition, Malaysian textbook writers must consider integrating the use of corpus into their selection of PVs to be presented to students.

scholarly journals Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 23-30
Author(s):  
Rina Wahyu Setyaningrum ◽  
Oikurema Purwati
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
English Language ◽  
Teaching Practice ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Instruction ◽  
Cognitive Domain ◽  
Teaching English ◽  
Young Learners

2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded. Highlights: Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually. Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.  

Household Extension and Earnings Among Foreign-Born Asian and Non-Hispanic White Households

2019 ◽  
Vol 40 (17) ◽  
pp. 2412-2438
Author(s):  
Veena S. Kulkarni
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Living Arrangement ◽  
Well Being ◽  
English Language Proficiency ◽  
Community Survey ◽  
Foreign Born ◽  
Household Level ◽  
Extended Households ◽  
Hispanic White

Previous research to understand socioeconomic well-being of immigrants finds the type of living arrangement is significantly correlated with household-level earnings. Present study employing 2009-2011 American Community Survey data explores the above relationship for the six major foreign-born Asian groups and native-born non-Hispanic Whites. The results indicate relative to Whites, household extension is more beneficial for Asian households. Furthermore, householders’ labor market advantages as measured by their human capital and English language proficiency are positively associated with nuclear living arrangement. However, diminishing gains in household earnings for the not so recent foreign-born immigrants living in vertically extended households displays a cultural inclination for collective living. Also, there are significant intergroup differences. While Japanese households appear to “rely” the least on household extension to enhance household earnings, the advantage of residing in extended households for the Filipinos and Koreans and especially so for the recent entrants is substantial.

Warriors Wanted: The Performance of Immigrants in the US Army

2020 ◽  
pp. 019791832094981
Author(s):  
Eiko Strader ◽  
Jennifer Lundquist ◽  
Rodrigo Dominguez-Villegas
Keyword(s):  
Military Service ◽  
English Language ◽  
Language Instruction ◽  
Immigrant Incorporation ◽  
Foreign Born ◽  
Job Outcomes ◽  
Cultural Training ◽  
Us Army ◽  
The Us ◽  
Active Duty Personnel

The US Army offers English-language instruction and socio-cultural training to foreign-born personnel, and current US law allows some immigrants to apply for expedited citizenship through military service. The US Army, thus, offers a compelling context in which to explore how such institutional factors might facilitate immigrant incorporation, yet we know little about the experience of foreign-born soldiers because most surveys exclude active-duty personnel. Using novel data obtained from the US Department of Defense that are not available to the public, this research note describes the integrative nature of the US Army, and contrasts foreign-born and native-born soldiers in relation to what we know about selectivity and immigrant job outcomes elsewhere. We examine rank, promotion likelihood, and retention of newly enlisted citizen and noncitizen immigrant soldiers compared to their native-born counterparts who joined the US Army between 2002 and 2009. We show that immigrants perform equally well or better than native-born soldiers.

Are Immigrants More Physically Active Than Native-Born Australians and Does it Changes Over Time? Evidence From a Nationally Representative Longitudinal Survey

2017 ◽  
Vol 14 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Suresh Joshi ◽  
Santosh Jatrana ◽  
Yin Paradies
Keyword(s):  
Physical Activity ◽  
Language Proficiency ◽  
Social Engagement ◽  
English Language ◽  
English Language Proficiency ◽  
Physical Activities ◽  
Outcome Variable ◽  
Foreign Born ◽  
English Speaking ◽  
Over Time

Background:We investigated the differences and over time changes in recommended physical activity among foreign-born (FB) from English speaking countries (ESC) and non-English speaking countries (NESC) relative to native-born (NB) Australians, and whether the association between nativity and duration of residence (DoR) and physical activity is mediated by English language proficiency, socioeconomic status and social engagement/membership.Methods:This study applies multilevel group-meancentered mixed (hybrid) logistic regression models to 12 waves of longitudinal data (12,634 individuals) from the Household, Income and Labor Dynamics in Australia survey with engagement in physical activities for more than 3 times a week as the outcome variable.Results:Immigrants from ESC had higher odds of physical activity, while immigrants from NESC had significantly lower odds of physical activity than NB Australians, after adjusting for covariates. There was no evidence that these differences changed by DoR among immigrants from NESC, whereas ESC immigrants had higher odds of physical activity when their DoR was more than 20 years. We also found a mediating role of English language proficiency on immigrants physical activities.Conclusion:Appropriate health promotion interventions should be implemented to foster physical activities among NESC immigrants, considering English language proficiency as an important factor in designing interventions.

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
pp. 81-109
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Teacher Beliefs ◽  
Language Proficiency ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

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