Recent research challenges the common practice of grouping English learners in classrooms. Many educators aim to give these students targeted support, but the evidence suggests this approach may backfire.
Two key studies illustrate the issue. One study involving high school English learners indicated that those placed in groups with many fellow learners had lower graduation rates and fewer college enrollments. Even after adjusting for various factors, the results were clear: greater concentration of English learners leads to poorer academic outcomes.
In another study in elementary schools, researchers tested the effects of grouping English learners. They discovered no significant differences in academic performance between homogeneous (all English learners) and heterogeneous (mixed) groups. However, heterogeneous groups seemed to promote better classroom discussions, benefitting most students, while some younger learners did better in homogeneous groups due to targeted teaching.
The findings suggest that schools might need to reconsider how they group English learners. Integration with proficient peers can enhance their educational experiences. As schools move forward, it’s essential to use strategies that prioritize the needs of all students.
Difficult words
- educators — People who teach or instruct others.
- grouping — Putting people together in specific categories.
- academic — Related to education or school subjects.academic performance
- homogeneous — Made up of similar kinds or types.
- heterogeneous — Made up of different kinds or types.
- prioritize — To treat something as more important.
Tip: hover, focus or tap highlighted words in the article to see quick definitions while you read or listen.
Discussion questions
- How can schools improve grouping strategies for English learners?
- What are the potential benefits of integrating English learners with proficient peers?
- Do you think all students benefit more from homogeneous or heterogeneous groups? Why?
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