Empowering English language learners for school success
Approximately 1 in 10 students in U.S. public schools are classified as English learners or English language learners (students whose first language is not English) — and the number is rising. At the start of the pandemic, many experts worried this student demographic would fall behind, and the sentiment was not unfounded.
While the latest National Assessment of Educational Progress (NAEP) report revealed that 8th-grade English learners improved in reading comprehension scores from 2019 to 2022, which could be explained by a number of reasons, both the 4th-grade and 12th-grade cohorts did worse. Roy Loewenstein, a spokesman for the DOE, indicated that the score increase for the 8th grade EL cohort is “notable,” but the rest of the report is a “stark reminder” of the pandemic’s impact on all students nationwide.
Here’s a look at the latest findings on English Learners’ proficiency gains and challenges — and strategies for better supporting their learning needs.
A clearer picture of English learner proficiency gains & challenges
Assessing English-language proficiency gains before, during and after COVID is challenging because about 30% fewer students took the test in 2020–21. “Missing” student data complicates growth comparisons for the past three years, especially for composite scores.
However, a new analysis that looks at four individual language domains — reading, writing, speaking and listening — rather than composite scores offers a clearer picture of post-pandemic ELs’ educational outcomes. According to the data, learning loss and growth are not equal across all grade levels or the four skill sets. For example:
- Early elementary students experienced a continually increasing trend in reading growth from pre-pandemic to post-pandemic but a regression in average speaking scores during the pandemic.
- High school students exhibited a stable reading growth trend pre-pandemic to during the pandemic, but it dipped in the most recent cycle. This cohort’s listening growth rate has also steadily decreased from pre-pandemic to post-pandemic.
In addition to these pandemic-fueled declines, EL students face a multitude of long-standing challenges.
The complexity of acquiring a new language can be frustrating or overwhelming for them, which can discourage motivation and encourage an over-dependence on teachers or peers. They may speak more often in their native language, be afraid to participate in classroom activities and feel isolated — all of which can hinder learning.
Difficulties in expressing existing knowledge can also lead to ELs being misjudged as less competent than their actual capabilities reflect. Consequently, they might find themselves assigned to lower-level classes despite having already achieved proficiency in the subject matter being instructed, which can slow learning progress.
The importance of screening and assessing English learner students
Assessments are a fundamental component of effectively teaching any student. They enable educators to gauge where a student is in the learning process, know if their instructional strategies are working as expected and, if needed, design personalized instruction based on the student’s needs.
Educators can leverage both formal and informal assessments to support EL student progress.
Informal assessments may include parent or caregiver interviews, which can provide educators with an understanding of the student’s multilingual environment, needs, opportunities, and family values and goals. Speaking with other teachers and staff who support English learners can help validate a student’s classroom performance and needs and promote a shared value of multilingualism.
Formal assessments enable educators to identify students’ English language proficiency and establish a baseline to monitor progress and determine growth. All assessments should be given in the language of instruction and the native language(s) of the student, which can be challenging due to the sheer number of languages present in any school. Bilingual experts will need to lead an overall assessment process to capture the true language capabilities and needs of students.
Other strategies for supporting EL students
As districts work to increase English-language proficiency, many are implementing additional strategies in conjunction with using assessments, such as:
- Celebrating dual-language proficiency.
- Hiring bilingual aides.
- Using textbooks that are culturally relevant to students.
- Offering professional development for educators focused on EL needs.
Grady Wilburn, a statistician and research scientist for NAEP, noted that some advocates theorize the improved reading comprehension scores among 8th-grade English learners may be attributed to keeping English learners in class rather than pulling them out for one-on-one intervention. However, if needed, it’s important they’re given appropriate classroom accommodations tailored to their unique needs.
Helping English Learners achieve learning success often extends beyond classroom instruction. By building relationships and communicating with families, educators can ask what is working (or not working) to enable more effective and efficient instruction.
For more information and resources to help you support your English Learner students, visit the Pearson Assessment for Learning Suite.