Abstract
Academic success is important for all children and adolescents. However, ELL and immigrant students often face greater challenges than other students. For this reason, academic support is critical to student success. This chapter addresses the academic success of ELL and immigrant students in high school. It begins with the assumption that academic success is multifaceted and not simply a matter of academic readiness. In particular, this chapter examines the importance of academic support and the positive interaction between family, teachers and students necessary for students' academic success.
TopAcademic Achievement In Ell And Ethnic Minority Students
Meandering in the area of students’ academic success is a complex issue. It can be diabolical, frustrating, and at the same time, rewarding, to delve further into this issue. Of course, success can take different roads, and for students’ who are in the right environment, this can mean positive development, shared connections and rewarding outcomes, advancing access to more challenging classes, greater support from faculty and administration, and enhanced self-efficacy, or the inner belief of being able to achieve one’s goals (Hallinan, 2008; Zengaro, Ali, & Zengaro, 2016). However, not all students have equal access to high-achieving schools, caring teachers, and adequate resources. What happens when immigrant students find themselves in diametrically diverse learning environments? What differences are found in the educational experiences of immigrant students living in the same area as other immigrant students, but who attend good schools, have great social support, and parents that model educational expectations?
Key Terms in this Chapter
English Language Learners (ELLs): Learners who speak another language at home and are learning English in school
Academic Success: Making sufficient grades to pass each year to the next grade or attaining the diploma or degree students are seeking. This may be defined as ultimately graduating from high school and college.
Academic Socialization: When parents and family members take an interest in academics and education, they will ask questions about students’ courses and help students choose their classes. They may ask about grades, homework, or future educational plans, such as college.
Self-Fulfilling Prophecy: When people anticipate a particular outcome, they may behave in such a way that leads to the outcome they anticipated.
Immigrant Students: Students who are from families that recently moved to the U. S. This is a different group from students who may be ELLs but who were born in the U. S. to families who immigrated one or two generations ago.
Academic Support: Providing assistance for learning. This may include providing materials, access to resources, tutoring services, and/or social support to complete educational studies.
Stereotype Threat: When people become aware of a negative stereotype that relates to a group they are a member of, the negative perception can actually impede their performance, causing them to achieve less than they would normally have achieved.