We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grad...

https://journals.sagepub.com/doi/pdf/10.3102/0013189X16633182

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

The goals of this article are to appraise second language acquisition's (SLA) disciplinary progress over the last 15 years and to reflect on transdisciplinary relevance as the field has completed 40 years of existence and moves forward into the 21st century. I first identify four trends that demonstrate vibrant disciplinary progress in SLA. I then turn to the notion of transdisciplinarity, or the proclivity to pursue and generate SLA knowledge that can be of use outside the confines of the field and contribute to overall knowledge about the human capacity for language. I propose an understanding of transdisciplinary relevance for SLA that results from the ability: (a) to place one's field in a wider landscape of disciplines that share an overarching common goal and (b) to develop critical awareness of one's disciplinary framings of object of inquiry and goals and others’ likely reception of them. Finally, I argue that it is by reframing SLA as the study of late bi/multilingualism that the remarkable progress witnessed in the last 15 years will help the field reach new levels of transdisciplinary relevance as a contributor to the study of the ontogeny of human language and a source of knowledge in support of language education in the 21st century.

SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/multilingual Turn

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Language for Learning.

This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research, while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as rendered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.

Language Proficiency in Native and Non-native Speakers: Theory and research

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analys...

Shared Book Reading Interventions With English Learners: A Meta-Analysis:

This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed.

http://eri.louisville.edu/papers_pres/Tretter_Language_Learning_2012.pdf

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

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English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis