ESL and Poor Achievement English

ESL and Poor Achievement

ENGLISH IS A SECOND LANGUAGE AND POOR ACHIEVEMENT

This work will conduct a review of at least three articles related to the problem topic of "children for whom English is a second language and are at the bottom of their classes in the early grades." Potential research as to the appropriate method including the rationale will be discussed.

The first step in conducting a review of available literature is choosing appropriate literature of an academic and peer reviewed nature such as material published in academic journals or publications. For the purpose of this review three such articles have been chosen.

This material will be reviewed in the nature of a 'qualitative' research study. The 'qualitative' method of research is one that is referred as a secondary analysis and one that is interpretive in nature.

Key Phrases:

The key phrases used for researching this information are those of: (1) "ESL students"; (2) falling behind in class; and (3) poor achievement.

Rationale:

The rationale for this is because there is very little research in this area and as well this is a very complex area of research and one that must be viewed from various perspectives and as such an area of research that quantitative data alone will be unable to inform fully.

I. ARMALINE & LEVY 2005 - NCLB & FAILURE FOR PROVISION

The work of Armaline and Levy (2005) entitled: "No Child Left Behind: Flowers Don't Grow in the Desert" states that the 'No Child Left Behind Act' (NCLB) while "Hailed as a sweeping educational reform by supporters...purports to bridge a long standing achievement gap between poor and/or minority students and their large white peers by instituting a system of 'accountability' in education...." The problem is that measurements are of such a nature that student achievement is conflated with "the ability to perform on standardized tests" as well as the fact that the discourse and employment of the NCLB legislation do not recognize issues of institutional racism, class or language disparities as potential causal variables underlying differential performance on standardized measures (tests)." (Armaline and Levy, 2005) In a multi-method approach the construction of education reform was investigated with findings which state that poor and minority children "are capable or learning" and as well that "their families share the dream of advancement through education" and finally that the achievement gap "is a result of deeply rooted structural factors - not simply the inadequate efforts of teachers, or the (in) capabilities of students." (Ibid)

II. RAND READING STUDY GROUP (RRSG) - FAILURE TO PREPARE

In a RAND Reading Study Group (RRSG) which addresses issues that needs urgent addressing in education. The report states critical findings as to poor achievement among ESL students and reading achievement since the present situation is one that does not "address the particular challenges of reading comprehension." (RAND, nd) The teaching in this area is so complex that there is not way that the "current teacher education programs" can prepare the novice teacher adequately for engaging in practice "that reflects the existing knowledge base about reading. We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (RAND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis without the provision of "specialized instruction." Stated as three findings in the RAND study is that: (1) High stakes tests are affecting reading comprehension instruction in unknown ways; (2) The preparation of teachers does not adequately address children's need for reading comprehension instruction; and (3) Making good on the federal investment in education requires more knowledge about reading comprehension.

III. SURPRISING RESULTS - LESAUX & THIRTY LANGUAGES ESL BASE