Page 10 - ELG2011 Nov Issue 473

RESEARCH NEWS . NEWS

Most US ELLs can excel, can those Growth mindset improves

who struggle be identified early? engagement in EFL learners

By Gillian Ragsdale
By Gillian Ragsdale factors known to influence other. They found that students directly support achieving their
Most non-native English- academic achievement in general, who believed language learning goals.
speaking children entering US PIXABAY / ERNESTOESLAVA EFL students engage more with but focussed in this study on a abilities were fixed rather than This means that in order to
schools at kindergarten are likely classes and achieve better grades language learning context. malleable were less engaged in fully activate a growth mindset,
to catch up with their native when they can clearly see how The first factor was ‘language learning and got lower grades. where students believe their
English-speaking peers across all learning English is relevant to mindset’. Did students believe The authors suggest that since abilities are not set in stone and
subjects by age 10, according to a their goals and when they believe that language learning ability in these students are less likely to can be improved, students need a
report from Chicago University. their language learning ability can general and, second language persist in the face of failure, they clear idea of how improving their
The researchers also examined improve, a new Turkish study learning ability in particular, were may be less inclined to take part English will help them achieve
the data on the 20 per cent of confirms. fixed traits? Or did they think that in class activities. Consequently, their goals. If they cannot clearly
children who never ‘caught up’, Turkish students, like those of their language learning was the may not see engagement as an link English proficiency to their
and identified a set of many other countries, often take something that could be important part of the learning goals then even students who
characteristics which might help a year of intensive English classes improved? process. potentially have the right mindset
identify them when they enter before starting their The second factor was Students who believed that may not be motivated to use it.
school. undergraduate degrees. Many ‘engagement’: how connected and language learning was malleable
Previous American data has begin with low language levels involved they were. were more engaged generally – REFERENCE
suggested that English Language and struggle to maintain the The third factor was ‘perceived and were more pro-actively, Eren A, Rakıcıoğlu-Söylemez A.
Learners (ELL) continue to be at motivation needed for such instrumentality’: how useful did intentionally engaged. More (2020) Language mindsets,
a disadvantage throughout intensive study. they believe their English would specifically, believing that second perceived instrumentality,
English-medium education and Clearly, it would help teachers be in achieving their goals? language learning could be engagement and graded
are unlikely to ever be on a par, if they knew how best to improve The researchers used structural improved also improved grades – performance in English as a foreign
academically, with native motivation and engagement. equation modelling to analyse but the important mediating language students. Language
English-speaking students. Turkish researchers assessed how these different factors and factor here was believing that Teaching Research. doi:
Indeed, this would seem to be the 526 students on three particular their subtypes influenced each their English proficiency would 10.1177/1362168820958400
case when school leavers classed
as ELL are compared with those
that are not.
But this comparison gives a
false picture, as many students
who begin school classed as ELL The perfect start to
become proficient and are no ELL learners who never catch up are often boys whose attendance
longer labelled ELL as school declined over time and who may have moved schools several times
leavers. It is students who are still a child's journey into
moving towards English Spanish (although in fact, many Pupils still classed as ELL at 13 targeted intervention that might
proficiency that are under- schools are found not to be were also more likely to have enable them to catch up.
performing generally. providing the level of support special educational needs, poorer The US is distinct from many learning English
The Chicago University report mandated by law). reading scores and much poorer Anglophone countries in that
G
aimed to clarify this issue by Far from languishing maths scores – so in need of most ELL pupils there are Get et 25%5%
analysing school data from academically, 76 per cent of ELL academic support across the Spanish speakers, making
18,000 ELL children starting pupils in the Chicago sample were curriculum. bilingual programs a feasible off yourf your
kindergarten (that’s UK year 1, tested as proficient in English and This suggests that this option. The report suggests that
aged 5-6), up to 8th grade (that’s no longer classed as ELL by age 10 potentially left-behind group supporting the first language in or ordeder
UK year 9, age 13-14). These (US grade 5, UK year 6), and 78 could be identified when they this way may be part of the reason
children began school in the years per cent by age 13 (US grade 8, start school and offered targeted for the successful progression
2007-9 and made up 34 per cent UK year 9). In fact, these students intervention and support. One of from ELL to non-ELL status. CEFR Level:
of the school intake. score as well as or better than the first ways to identify this However, the 10 per cent of
At these schools, English their classmates across all subjects group is via their initial ACCESS pupils who had a different first Pre A1 - A1
proficiency was tested (via the and had better school attendance. scores, which were lower. But this language (2 per cent Polish, 1.5
ACCESS test) within 30 days of However, the study also found is less straightforward than it per cent Cantonese and several
enrolment if a parent or guardian a group of ELL pupils who, while appears, as it is quite challenging under 1 per cent) were at least as Aligned with
indicated that the child’s first making steady progress in English to accurately assess 5-year-olds likely to progress from ELL status Cambridge
language was not English, and and other subjects, never caught for English language proficiency to non-ELL status, which casts English: Starters
those scoring below a set score up. The school records of this across all skill areas. Testing some doubt on the pivotal role of and Movers
were classed as ELL: 90 per cent group showed they were mostly young children is controversial in bilingual programs.
of the ELL children had Spanish boys whose attendance tended to general, so there is a need here for
Contontacact collinst collins.elt@harp.elt@harperercollinscollins.co.co.uk .uk
as their first language. decline over time and who may a carefully designed assessment. REFERENCE C
In the US, ELLs are often put have moved schools several A similar situation may well De la Torre, M., Blanchard, A,
in special programmes for all or times. While ELL students were exist across the English-speaking Allensworth, E. M. and Freire, S. fo for 25%5% o off your of your orderer
part of the school day. In general, generally from poorer income world, in that a particular (2019) English Learners in collins.co.uk/peapodreaders and quote code code:e: ELELGAGAZ2Z25
and quo
the Chicago schools offer a households – this was especially subgroup could be identified as Chicago Public Schools, Chicago
bilingual program in English and true of this group. soon as they start school for Consortium on School Research
10 November 2020 editorial@elgazette.com 11