Language Proficiency and Academic Success: The Refugee/Immigrant in Higher Education.

Abstract

Abstract: There has been growing awareness and concern in recent years about the language proficiency and academic preparedness of refugee immigrant students at the post-secondary level. This study investigates in the refugee/immigrant population at the General College, University of Minnesota, the relationship between English language proficiency, as measured by standardized language proficiency tests, educational background in Ll and L2, length of residency in the U.S., and academic success, as measured by second-year CPA. Results showed a negative correlation between years of education completed in the U.S. and length of residency in the U.S., and academic success. The most important predictor of academic success was number of years of schooling completed in the student's native country, followed by the student's objective test score on the MELAB (Michigan English Language Assessment Battery). Significant negative correlations were found between years of schooling in the U.S., length of residency in the U.S., and the students listening score on the MELAB, and academic success. Implications of these findings, as well as directions for future research, are discussed.