English Proficiency and Success in School

Abstract

This poster examines fifteen articles that report on the correlation between English proficiency among English language learners (ELLs) and their academic and social satisfaction within the school system. English learners are individuals who are fluent in a language other than English and are not fluent or proficient in the English language. In Tennessee, the number of English Learners (EL)in schools is steadily increasing (English Learners, n.d.). Between 2011 and 2017, the number of EL students increased by 45%. If this trend continues, the number of ELs enrolled in Tennessee schools will exceed 60,000(English Learners, n.d.). With this increase in ELs, comes the need to investigate ELs’ academic achievement and social satisfaction as it relates to their English proficiency. Research shows students who are identified as ELs have lower academic achievement scores and decreased social satisfaction compared to their classmates who are proficient in English.