ABSTRACT

We compared two tools that have been used to capture the linguistic heterogeneity and achievement of students in England: the exposure-based distinction between English as an additional language (EAL) and monolingual learners, and the 2017–2018 five level teacher rating of proficiency in English (from “New to English” to “Fluent”). Based on a nationally representative sample of 140,000 students aged 5 to 16 years, we assessed the explanatory power of the proficiency in English rating in relation to educational achievement and compared it directly to EAL status. Our results demonstrate that proficiency in English is a significantly better predictor of student achievement than EAL status and that it accounts for up to six times more variance than other student background variables (ethnicity, gender and socio-economic disadvantage) combined. Proficiency in English was particularly (but certainly not solely) predictive for student performance in subjects such as English and reading vis-à-vis mathematics. Our findings are clear in demonstrating the value of a proficiency in English rating for assessing linguistic heterogeneity and student achievement, in contrast to the exposure-based EAL measure. We recommend the (re)introduction of proficiency in English ratings to monitor and support student progress and discuss the value of classroom-based language assessments.

摘要

我们比较了两种用于捕捉英格兰学生的语言异质性和成就的工具：英语作为附加语言 (EAL) 和单语学习者之间基于接触的区别，以及 2017-2018 年五级教师熟练程度评级英语（从“New to English”到“Fluent”）。基于 140,000 名 5 至 16 岁学生的全国代表性样本，我们评估了英语水平等级对教育成就的解释力，并将其直接与 EAL 状态进行比较。我们的结果表明，与 EAL 状态相比，英语熟练程度是学生成绩的更好预测指标，并且它所占的方差比其他学生背景变量（种族、性别和社会经济劣势）的总和高出 6 倍。英语熟练程度特别（但肯定不是唯一）可以预测学生在英语和阅读相对于数学等科目中的表现。与基于接触的 EAL 测量相比，我们的研究结果清楚地证明了英语等级对评估语言异质性和学生成绩的价值。我们建议（重新）引入英语等级的熟练程度，以监测和支持学生的进步，并讨论基于课堂的语言评估的价值。与基于暴露的 EAL 测量相比。我们建议（重新）引入英语等级的熟练程度，以监测和支持学生的进步，并讨论基于课堂的语言评估的价值。与基于暴露的 EAL 测量相比。我们建议（重新）引入英语等级的熟练程度，以监测和支持学生的进步，并讨论基于课堂的语言评估的价值。