Definition of Success

The term "language proficiency" has been defined many ways, which makes it difficult to assess language proficiency. English language proficiency is somewhat limited to oral language assessment, which can become problematic because written English is becoming increasingly important with the rise of technology.

English language proficiency is often seen as an important prerequisite to success however, the relationship between the two is more complex. Limited English proficient does not automatically mean low academic success.

Einstein did not talk until he was 3 or 4 years old and many of his teachers thought he was lazy growing up. Intelligence is not one single component, which is seen in Gardner's multiple intelligences. We have to be careful and not jump to conclusions about our students. We need to begin each year with a clean slate and not buy into the self-fulfilling prophecy.

As teachers it can become hard to define success. With No Child Left Behind, standards become enforced and we begin teaching to the test. I think a good way to help form our definition of success is to ask what do my students need to know to be productive contributing citizens.

Halle, T., Hair, E., Wandner, L., McNamara, M., Chien, N. (2012). Predictors and outcomes of early versus later english language proficiency among english language learners. Early Childhood Research Quarterly, 27(1), 1-20.