English Learners (EL) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among them. Common methods employing generation status fail to address the differences in a subgroup of EL students, namely, Generation 1.5. These students' experiences, characteristics and educational needs fall within those of recently arrived first-generation immigrants and the U.S. born second generation children of immigrants (Roberge, 2002). Relying on first generation and second generation categories does not grasp the varied experiences of immigrant and U.S. born EL students (Oropesa a Landale, 1997). The purpose of this study was to investigate motivational variables related to language learning for secondary English Learner students based on generational status (recent immigrant ELs or first generation), and long term ELs (Generation 1.5). Participants' (N = 151) motivation, beliefs, self-efficacy, and acculturation patterns related to learning English were examined. Quantitative methods were used to assess the differences among the groups, and to determine the predictability of these variables on achievement and language proficiency outcomes. Results indicate that first generation ELs reported higher levels of effort, desire, attitudes, and motivation to learn English, while generation 1.5 ELs reported higher levels of U.S. acculturation and identity, and more competence with English. The predictability of motivational variables did not capture a large variance of EL students' academic achievement and language proficiency outcomes among this sample. Implications for language teaching and learning are also discussed.For the most part, beginning ELsa#39; scores on the APRENDA were significantly higher than their SAT-9 Mathematics scores, and ... Additionally, a query of EL studentsa#39; performance on the 2004 CST English Language Arts (CST-ELA) examination using ... The majority of the R-FEP studentsa#39; scores fell within a Basic, Proficient, and Advanced level (84% of 9th, 78% of 10th, and 74% of 11th grade students).
|Title||:||Motivation, Language Learning Beliefs, Self-efficacy, and Acculturation Patterns Among Two Groups of English Learners|
|Author||:||Maria del Carmen Garcia|
|Publisher||:||ProQuest - 2007|