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ERIC Number: EJ933264
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0936-2835
The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning
Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie
Exceptionality, v19 n3 p160-174 2011
Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems they might be experiencing. The purpose of this article is to illustrate specific needs of Latino English Learners that often go unmet. Social-emotional resiliency scores (as measured by the Behavior Emotional Resiliency Scale) and academic outcomes of 62 middle school Latino English Learners were analyzed for this study. The results revealed that social-emotional resiliency correlated positively with academic progress and negatively with time spent in English Language Development programs. Students who spent more time in English Language Development programs showed poorer social emotional resiliency. These findings have specific implications for identifying and serving Latino English Learners who might be at risk for or have from emotional disabilities. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Multigroup Ethnic Identity Measure