Newcomer Students’ English Language Development
This brief summarizes key findings from the Bilingual Research Journal article “Understanding Newcomer English Learner Students’ English Language Development: Comparisons and Predictors.” The study analyzed incoming English proficiency and subsequent English language growth among newcomer students, and further explored how these compared to those of their non-newcomer peers classified as English learners. We found that, on average, newcomer students have low initial English proficiency levels but their English proficiency develops quickly. There is wide variation in newcomer English level and growth patterns, however, and evidence suggests that schools play an important role in fostering growth. Exploratory evidence shows that newcomers (vs. non-newcomer English learner peers) enter school at earlier stages of English proficiency but their proficiency grows faster, especially in their first 2 years.
This publication is part of a series on newcomer education in California that was produced by the PACE Research–Practice–Policy Partnership on Newcomer Education. Additional publications in the series appear under "Related Publications" on this page.