Tracking and high school English learners: Limiting opportunity to learn
Tracking and high school English learners: Limiting opportunity to learn
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DOI：
10.3102/00028312042002305
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发表时间：
2005-06-01
影响因子：
3.6
通讯作者：
Callahan, RM
中科院分区：
文献类型：
--
作者：
Callahan, RM
与英语学习者教育相关的计划和政策通常基于这样一种信念，即流利的英语是学业成功的主要要求，如果不是唯一的话。虽然英语实际上是在美国学校取得学术成功的必要条件，但内容领域的学术基础也是如此。本研究考察了在美国就读的中学生的学历和时间长短对英语学习者学业成绩的影响。在各种结果的情况下，轨道放置是一个更好的预测成绩比熟练的英语。结果表明，与英语水平相比，音轨位置更能预测英语学习者的学习成绩，这突出了对英语学习者进行优质教学的重要性。
Programs and policies related to the education of English learners are often based on the belief that fluency in English is the primary, if not sole, requirement for academic success. While English is in fact necessary for academic success in U.S. schools, so is a strong base in content-area academics. This study investigated the effects of track placement and English proficiency on secondary English learners' academic achievement while taking students' previous schooling and length of time enrolled in U.S. schools into account. In the case of a variety of outcomes, track placement was a better predictor of achievement than proficiency in English. Results indicate that track placement is a better predictor of English learners' academic performance than proficiency in English, highlighting the importance of quality instruction for English learners.