SOCIO-ECONOMIC STATUS AND READING ACHIEVEMENT OF ESL LEARNERS: A STUDY BASED ON THE ECOLOGICAL SYSTEM THEORY

Abstract

This study aims at exploring the effects of Socio-Economic Status (SES) on reading comprehension in ELL students and investigates the daily struggles and promising adaptations of a variety of students from different SES levels. This study has used a qualitative design and sample includes eight students and four teachers from the BS English Program at Superior University Lahore and all are from urban and semi-urban areas. Since the study is phenomenological, the researchers have conducted semi-structured interviews to inquire about the situation of 4 teachers and 8 students. Bronfenbrenner’s Ecological Systems Theory underpinned the theoretical foundation of the study as it helped to create a framework for viewing the various intersecting factors impacting ELLs’ socioeconomic status for developing reading skills. Research findings show that SES plays a major role in determining reading gains, with issues on access and utilization of resources, parents’ involvement, and teacher support being critical issues. Hence, the findings of the study stressed the significance of both community initiatives and parent-institute relationships to foster reading comprehensiveness, particularly for children at a low-SES home. In light of this analysis, the SES factors, teaching methods and environmental factors are significant and important in the process of teaching and learning English. The influence of socioeconomic status (SES) has been recognized as a factor influencing reading achievement. Therefore, educators and policymakers should implement educational interventions and support systems for English language learners (ELLs) who are facing challenges due to SES disparities. The findings stated here emphasize the importance of addressing English language learning and practice outside of formal education and taking into account the environmental factors that influence students' reading development.