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The Relationship Between Classroom I...

Rodriguez, Kristina Leticia.

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The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students./
Author:	Rodriguez, Kristina Leticia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	43 p.
Notes:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10270039
ISBN:	9781369728842

The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students.
Rodriguez, Kristina Leticia.

The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 43 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.P.P.)--Georgetown University, 2017.

Nearly one-third of children living in the United States are English language learners (ELLs). These children's academic achievement lags behind the achievement of their English-proficient peers. As more ELL students enter the public school system, educators require guidance regarding the best practices for closing this gap. A particularly important consideration in this regard relates to the question of whether students' native languages are used in the classroom, or whether students are instead exposed to English-only instruction. This paper explores the relationship between instructional language and academic achievement among ELL students. Using data from the Early Childhood Longitudinal Study 2011, I find that there is a small, negative, and statistically significant relationship between non-English use in the classroom and reading test scores. I find no relationship between non-English use in the classroom and math test scores.

ISBN: 9781369728842Subjects--Topical Terms:

516208
English as a second language.

The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students.
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520 $a Nearly one-third of children living in the United States are English language learners (ELLs). These children's academic achievement lags behind the achievement of their English-proficient peers. As more ELL students enter the public school system, educators require guidance regarding the best practices for closing this gap. A particularly important consideration in this regard relates to the question of whether students' native languages are used in the classroom, or whether students are instead exposed to English-only instruction. This paper explores the relationship between instructional language and academic achievement among ELL students. Using data from the Early Childhood Longitudinal Study 2011, I find that there is a small, negative, and statistically significant relationship between non-English use in the classroom and reading test scores. I find no relationship between non-English use in the classroom and math test scores.
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