ERIC Number: EJ852423
Record Type: Journal
Publication Date: 2003
Abstractor: As Provided
Reference Count: N/A
Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn from Achievement Measures?
Roessingh, Hetty; Kover, Pat
TESL Canada Journal, v21 n1 p1-21 Win 2003
With the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school. system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all learners benefit from structured ESL support, it is the younger-arriving ESL learners who have the most to gain, even after many years of little or no support. We note that all ESL learners, regardless of age on arrival, struggle to acquire the cultural and metaphoric competence that is beyond the linguistic threshold required for success, but nevertheless central to successful engagement in a literature-based program of studies.
Descriptors: Academic Discourse, Academic Achievement, Foreign Countries, Grade 12, Immigration, Immigrants, English (Second Language), Language Proficiency, Second Language Learning, Achievement Tests, Age Differences
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: firstname.lastname@example.org; Web site: http://www.tesl.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada