Engaging English Language Learners: An Ecological Investigation of Individual and Contextual Influences on Engagement and Achievement

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English Language Learners; Longitudinal Studies; Surveys; Kindergarten; Comparative Analysis; At Risk Students; Learner Engagement; Correlation; Academic Achievement; Peer Relationship; Predictor Variables; Culturally Relevant Education; Teaching Methods; Student Behavior; Elementary School Students; Middle School Students

Students who are English Language Learners (ELLs) are at greater risk for negative school outcomes than their English proficient counterparts. Previous research has demonstrated the importance of engagement to promote academic achievement among students. However, little research has been conducted examining engagement among students who are ELLs. The current investigation used the Early Childhood Longitudinal Study -- Kindergarten Cohort, which followed students longitudinally from kindergarten through 8th grade, to examine patterns, correlates, and outcomes of engagement for students who are ELLs. First, patterns of engagement were examined using latent class analysis. Next, multinomial logistic regression explored individual and environmental predictors of engagement classes. Finally, mixture modeling investigated the association between engagement classes and academic achievement. Four classes of engagement emerged among the ELL sample: Highly Engaged, Emotionally Disengaged, Behaviorally Disengaged, and Disengaged. Compared to native-English speakers, students who were ELLs were more likely to belong to classes characterized by low levels of behavioral engagement. In addition, engagement classes for non-native English speaking students were characterized by greater ambivalence regarding their relationships with classmates and teachers. Gender, race and ethnicity, prior academic achievement, and peer relationships predicted membership in different engagement classes. Engagement classes were significant predictors of academic achievement in reading, math, and science. The results from this study can be used to inform interventions to promote better academic outcomes for this population. Specifically, interventions that promote positive peer relationships and culturally and linguistically responsive instructional strategies can be used to promote engagement and achievement among students who are ELLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2018

ED590956