Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations

By Jamal Abedi, J. Herman. Teachers College Record, 2010

113 citations recorded by the source corpus.

Background/Context English language learner (ELL) students are lagging behind because of the extra challenges they face relative to their peers in acquiring academic English language proficiency with the added burden of learning content in a language in which they are not proficient. The mandated inclusion of ELL students in the nation's accountability system may not be productive if their academic needs are not defined and addressed. Purpose/Objective/Research Question/Focus of Study This study explores the relationship between students’ ELL status and their level of opportunity to learn (OTL) as a factor that may explain performance differences between ELL and non-ELL students. Setting The research was conducted on a sample of Grade 8 students in Southern California. Population/Participants/Subjects A total of 24 Grade 8 classes participated in the study. Within these classes, a total of 602 students served as subjects for this study. Research Design In this study, we examined factors that explain OTL for ELL students; therefore, the research design for this study is an ex post facto or causal-comparative design. Data Collection and Analysis Data were collected on student reading comprehension, student background, and motivation. Internal consistency approach was used for estimating reliability of the instruments. Comparison of performance of ELL and non-ELL was done using a hierarchical linear model approach. Findings/Results Results indicate that: (1) measures of classroom OTL are associated with student performance; (2) ELL students report a lower level of OTL as compared with non-ELLs, and such differential levels of OTL may indeed play a role in the lower performance of ELLs; (3) a higher concentration of ELLs is associated with lower levels of OTL; and (4) English proficiency and self-reported ability to understand teachers’ instruction both appear to influence effective access to OTL. Conclusions/Recommendations The results of this study suggest that students’ ability to understand teacher instructions influences reported levels of OTL. Students who experience more difficulty may report lower levels of OTL because they do not understand or thus recognize topics that have been addressed in class. Such differential levels of OTL may be a major factor contributing to the substantial performance gap between ELL and non-ELL students. However, study limitations limit generalization. Among the most important is the meaning of OTL itself. What is a reasonable definition of OTL, and how far down into enacted instruction does it extend? Future studies need to carefully examine these factors and determine the best way to address the performance gap between ELL and non-ELL students.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b61769ec21cfa699207498cb993410d55d2a9f43

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In Developmental and Educational Psychology

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Citations in the corpus

RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS (2021, background): “As such, OTL, as a comprehensive and multi-dimensional concept, offers a basis for investigating students’ learning in the mathematics classroom (e.g., Abedi & Herman, 2010).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “Research that has documented opportunities to learn as significantly contributing to the variability of students’ academic achievement (Abedi & Herman, 2010) might expand its focus by investigating classroom discourse (exposure and participation) as an additional dimension relevant for assessing…”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “…in “the language of schooling” (Schleppegrell, 2001, 2004), has increasingly become a topic of interest in educational circles because of its hypothesized contribution to reading comprehension and content-area achievement (Abedi & Herman, 2010; August and Shanahan, 2006; Biancarosa & Snow, 2006).”