Abstract
ABSTRACT We compared two tools that have been used to capture the linguistic heterogeneity and achievement of students in England: the exposure-based distinction between English as an additional language (EAL) and monolingual learners, and the 2017–2018 five level teacher rating of proficiency in English (from “New to English” to “Fluent”). Based on a nationally representative sample of 140,000 students aged 5 to 16 years, we assessed the explanatory power of the proficiency in English rating in relation to educational achievement and compared it directly to EAL status. Our results demonstrate that proficiency in English is a significantly better predictor of student achievement than EAL status and that it accounts for up to six times more variance than other student background variables (ethnicity, gender and socio-economic disadvantage) combined. Proficiency in English was particularly (but certainly not solely) predictive for student performance in subjects such as English and reading vis-à-vis mathematics. Our findings are clear in demonstrating the value of a proficiency in English rating for assessing linguistic heterogeneity and student achievement, in contrast to the exposure-based EAL measure. We recommend the (re)introduction of proficiency in English ratings to monitor and support student progress and discuss the value of classroom-based language assessments.
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