English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

  1. Yuliya Ardasheva1,
  2. Thomas R. Tretter2,
  3. Marti Kinny3

Article first published online: 25 MAY 2011

DOI: 10.1111/j.1467-9922.2011.00652.x

Issue

Language Learning

Language Learning

Volume 62, Issue 3, pages 769–812, September 2012

Additional Information

How to Cite

Ardasheva, Y., Tretter, T. R. and Kinny, M. (2012), English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis. Language Learning, 62: 769–812. doi: 10.1111/j.1467-9922.2011.00652.x

Author Information

  1. 1

    University of Louisville

  2. 2

    University of Louisville

  3. 3

    Jefferson County Public Schools

* concerning this article should be addressed to Yuliya Ardasheva, Department of Teaching and Learning, College of Education and Human Development, University of Louisville, Louisville, KY 40292. Internet: yyarda01@louisville.edu; jearda@gmail.com

  1. The authors would like to thank Lourdes Ortega, the anonymous Language Learning reviewers, and Jim Cummins for their insightful comments. Any shortcomings of the study are our sole responsibility.

Publication History

  1. Issue published online: 16 AUG 2012
  2. Article first published online: 25 MAY 2011
  3. Revised version accepted 1 February 2011

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Keywords:

  • threshold hypothesis;
  • bilingualism;
  • ELLs’ academic achievement;
  • hierarchical linear modeling;
  • achievement gap;
  • academic achievement;
  • language proficiency;
  • redesignated fluent English proficient students;
  • ELL reclassification/redesignation

This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed.

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