Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?
AbstractWith the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all learners benefit from structured ESL support, it is the younger-arriving ESL learners who have the most to gain, even after many years of little or no support. We note that all ESL learners, regardless of age on arrival, struggle to acquire the cultural and metaphoric competence that is beyond the linguistic threshold required for success, but nevertheless central to successful engagement in a literature-based program of studies.
How to Cite
Roessingh, H., & Kover, P. (2003). Variability of ESL Learners’ Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?. TESL Canada Journal, 21(1), 1–21. https://doi.org/10.18806/tesl.v21i1.271