Assessing the Correlation between English Proficiency and Engagement in School and Community
DOI:
https://doi.org/10.47611/jsrhs.v13i3.7325Keywords:
language barriers, high school students, limited english proficiency, school activities, community engagementAbstract
In the United States, students from diverse linguistic backgrounds often face difficulties due to language barriers. This study explored the association between subjective levels of English proficiency and academic and community engagement among high school students. We conducted an online survey at Canyon Crest Academy in San Diego, California, collecting responses from 56 participants enrolled in regular English and developmental English classes (n = 56). Survey participants assessed their English proficiency and reported their perceived challenges in academic activities and community interactions. The survey questions targeted three key areas: communication with adults, communication with peers, and general engagement in both school and community settings. The Fisher’s Exact Test was employed to analyze the correlations between English proficiency and reported challenges in both settings. Results indicated statistically significant correlations in all areas, suggesting that students with limited English proficiency (LEP) perceived greater difficulties in communication and engagement. These findings highlight the potential barriers that LEP students face in educational and social integration, emphasizing the need for targeted support to enhance their experience and success. The study enhances our understanding of the associations between language barriers and student engagement.
Downloads
References or Bibliography
Anderson, S. R. (2012). Languages : a very short introduction. Oxford University Press.
Alotaibi, T. A., Alkhalifah, K. M., Alhumaidan, N. I., Almutiri, W. A., Alsaleh, S. K., Al Rashdan, F. M., Almutairi, H. R., Sabi, A. Y., Almawash, A. N., Alfaifi, M. Y., & Al-Mourgi, M. (2023). The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis. Cureus, 15(12). https://doi.org/10.7759/cureus.50946
Azari, S., Jenkins, V., Hahn, J., & Medina, L. (2024). The foreign-born population in the united states: 2022 american community survey briefs. https://www2.census.gov/library/publications/2024/demo/acsbr-019.pdf
Deng, Y., Cherian, J., Khan, N., Kumari, K, Sial, M. S., Comite, U., Gavurova, B., Popp, J., Y. D., C., J., Khan, N. U. N., & Kumari, K. (2022). Family and academic stress and their impact on students’ depression level and academic performance. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2022.869337
Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001
Harzing, A. & Feely, A. J. (2008). The language barrier and its implications for HQ‐subsidiary relationships, Cross Cultural Management: An International Journal, Vol. 15 No. 1, pp. 49-61. https://doi.org/10.1108/13527600810848827
Jiang, M., Gao, K., Wu, Z., & Guo, P. (2022). The influence of academic pressure on adolescents’ problem behavior: Chain mediating effects of self-control, parent–child conflict, and subjective well-being. Frontiers in Psychology, 13(954330), 954330. https://doi.org/10.3389/fpsyg.2022.954330
Kim, E. E. K., & Mattila, A. S. (2011). The impact of language barrier & cultural differences on restaurant experiences: A grounded theory approach. [Paper presentation]. UMass Amherst Contemporary Research in Hospitality & Tourism. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1175&context=gradconf_hospitality
Kim, G., Aguado Loi, C. X., Chiriboga, D. A., Jang, Y., Parmelee, P., & Allen, R. S. (2011). Limited English proficiency as a barrier to mental health service use: A study of Latino and Asian immigrants with psychiatric disorders. Journal of Psychiatric Research, 45(1), 104–110. https://doi.org/10.1016/j.jpsychires.2010.04.031
Lai, D. W. L., Li, J., Ou, X., & Li, C. Y. P. (2020). Effectiveness of a peer-based intervention on loneliness and social isolation of older Chinese immigrants in Canada: a randomized controlled trial. BMC Geriatrics, 20(1). https://doi.org/10.1186/s12877-020-01756-9
Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research and Development, 19(1), 89-102. https://doi.org/10.1080/07294360050020499
U.S. Census Bureau. (2021). American Community Survey (1-Year Estimates) [Data set], U.S. Department of Commerce. https://data.census.gov/table/ACSST1Y2021.S1601?q=spoken at home&t=Language Spoken at Home
U.S. Department of Health and Human Services. (2023). Language Access Plan 2023. https://www.hhs.gov/sites/default/files/language-access-plan-2023.pdf
Published
How to Cite
Issue
Section
Copyright (c) 2024 Haeeun Yun
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright holder(s) granted JSR a perpetual, non-exclusive license to distriute & display this article.
