Reflection #1

As I read "A Longitudinal Analysis of Academic English Proficiency Outcomes for Adolescent English Language Learners in the United States," I could see many patterns I have observed here in Telluride High School.  The article spoke to generational differences between ELLs and achievement.  In the end, it seemed that foreign-born and U.S.-born students achieved a similar proficiency in academic English (reading, writing, speaking, and listening), but the way that they arrived at proficiency was very different.

Many students who have been in the U.S. for years (more than six) appear to reach this ceiling that is not yet a proficient level of English, but "good enough" for their daily activities and conversational English.  Students' acheiving conversational English is great, and is a large improvement in quality of life, but this new found confidence may stunt academic growth.  

I have witnessed students learning conversational English so quickly that they become over-confident with their language abilities, and stop striving to learn more.  When a student thinks that there is no more to learn, that they can get by with what they need, we have a real problem in terms of preparing students for higher education and ensuring a quality high school experience.  A lack of academic English questions how much a high school student actually learned in high school and how meaningful his/her high school diploma actually is.  It will prove troublesome when students want to get into college or higer learning.  Students will have difficulties with entrance testing, and then most likely continue to have trouble in the higher learning environment.

The most troubling part of this article, though, is that the lack of academic English proficiency will affect the rest of a young person's life.  If students don't learn necessary grade level vocabulary, they may become overwhelmed and never keep up, or even worse - drop out.  One explanation for a lack of effort put forth was simply that the task was hard, and it was easier for students to "fit in" with other low-achieving students of a similar socio-economic situation.  

I really hope that I empower students with the ability to take on difficult high school classes, and let them know how important it is to keep achieving higher. I want my students to know that nothing is impossible when a person really, truly wants it.