Understanding Language in Education and Grade 4 Reading Performance Using a "Natural Experiment" of Botswana and South Africa

Autor/in	Shepherd, Debra Lynne
Titel	Understanding Language in Education and Grade 4 Reading Performance Using a "Natural Experiment" of Botswana and South Africa
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 1, S.87-106 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1228604
Schlagwörter	Foreign Countries; Reading Achievement; Grade 4; Native Language; English (Second Language); Language of Instruction; African Languages; Educational Policy; Achievement Tests; Reading Tests; International Assessment; Elementary School Students; Comparative Analysis; Bilingualism; Regression (Statistics); Statistical Analysis; Botswana; South Africa; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Politics of education; Bildungspolitik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Bilingualismus; Regression; Regressionsanalyse; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The regional and cultural closeness of Botswana and South Africa, as well as differences in their political histories and language policy stances, offers a unique opportunity to evaluate the role of language in reading outcomes. This study aims to empirically test the effect of exposure to mother tongue and English instruction on the reading performances of grade 4 students in Botswana and South Africa using the 2011 pre-Progress in International Reading and Literacy Study (prePIRLS) and propensity-reweighted regression adjustment. The empirical findings provide evidence of significant positive effects of earlier and continued exposure to mother tongue instruction. Further attention and research needs to be directed at understanding the implications of language in education policy for achieving additive rather than subtractive bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01