Language Diversity and Attainment in Schools: Implication for Policy and Practice

Autor/in	Demie, Feyisa
Titel	Language Diversity and Attainment in Schools: Implication for Policy and Practice
Quelle	In: Race, Ethnicity and Education, 18 (2015) 5, S.723-737 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.946493
Schlagwörter	Educational Policy; Ethnic Groups; Foreign Countries; Second Languages; Native Language; Family Environment; Academic Achievement; Blacks; Whites; Educational Attainment; Correlation; Databases; Secondary School Students; Achievement Tests; Multilingualism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ethnie; Ausland; Second language; Zweitsprache; Familienmilieu; Schulleistung; Black person; Schwarzer; White; Weißer; Bildungsabschluss; Bildungsgut; Korrelation; Datenbank; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mehrsprachigkeit; Multilingualismus
Abstract	This research examines pupil performance differences among the main ethnic groups in British Schools by language spoken at home. The main findings of the data confirm that there were substantial differences in performance between different ethnic groups at the end of GCSEs (General Certificate of Secondary Education). However, the study argues that none of these ethnic categories are homogenous. A further analysis of the data by language spoken highlighted the potential of language data to help disaggregate census ethnic categories and give greater insight into the performance of different groups in schools. In particular, the White Other and the Black African groups had the greatest linguistic diversity and attainment patterns. In conclusion, this study confirms that analysing an ethnic group's performance by language adds to our understanding of the associations between language and ethnic background. The article concludes with policy implications for collection and use of ethnic and language data at national and international level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01