Universität zu Köln

Hessel, Annina K. and Strand, Steve . Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL). Educ. Rev.. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1465-3397

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Abstract

We compared two tools that have been used to capture the linguistic heterogeneity and achievement of students in England: the exposure-based distinction between English as an additional language (EAL) and monolingual learners, and the 2017-2018 five level teacher rating of proficiency in English (from New to English to Fluent). Based on a nationally representative sample of 140,000 students aged 5 to 16 years, we assessed the explanatory power of the proficiency in English rating in relation to educational achievement and compared it directly to EAL status. Our results demonstrate that proficiency in English is a significantly better predictor of student achievement than EAL status and that it accounts for up to six times more variance than other student background variables (ethnicity, gender and socio-economic disadvantage) combined. Proficiency in English was particularly (but certainly not solely) predictive for student performance in subjects such as English and reading vis-a-vis mathematics. Our findings are clear in demonstrating the value of a proficiency in English rating for assessing linguistic heterogeneity and student achievement, in contrast to the exposure-based EAL measure. We recommend the (re)introduction of proficiency in English ratings to monitor and support student progress and discuss the value of classroom-based language assessments.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Hessel, Annina K. UNSPECIFIED UNSPECIFIED UNSPECIFIED Strand, Steve UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-583984
DOI:	10.1080/00131911.2021.1949266
Journal or Publication Title:	Educ. Rev.
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1465-3397
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language VOCABULARY; ACQUISITION; ATTAINMENT; ADOLESCENTS; MATHEMATICS; KNOWLEDGE; CHILDREN; STUDENTS; END; AGE Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/58398