The Role of Previous Educational Learning Experiences on Current Academic Performance and Second Language Proficiency of Intermediate School Limited English Proficient Students

Abstract

The role of students’ previous educational learning experiences on current academic performance and second language proficiency was studied with intermediate school limited English proficient (LEP) students who were receiving their second year or more of specially-designed academic instruction in English (SDAIE). The findings suggest the following: (a) the students recognize the importance of learning English as a second language; (b) the students perceive their parents as recognizing the value of learning English as a second language; (c) the students use of English out of the classroom is determined by the English language proficiency of their parents, siblings, and friends; (d) the students perceive their parents as not having specific plans for them after high school graduation; (e) the students’ siblings are the main persons to help them with homework assignments and quiz and examination preparation; (f) the majority of the students do not participate in extracurricular school activities nor in out-of-school organized activities; (g) frequent absences influenced school grades and standardized test scores; and (h) the number of years of English language instruction influenced standardized reading test results. Based on the research of LEP students, who are receiving their second year or more of SDAIE instruction, specific suggestions are made regarding how to provide students with educational experiences that will promote academic success and continued English language development.

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