Literaturnachweis - Detailanzeige
Autor/in | Shepherd, Debra Lynne |
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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 |
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 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |