Differences in Achievement between Home Language and Language of Learning in South Africa: Evidence from prePIRLS 2011

Autor/inn/en	van Staden, Surette; Bosker, Roel; Bergbauer, Annika
Titel	Differences in Achievement between Home Language and Language of Learning in South Africa: Evidence from prePIRLS 2011
Quelle	In: South African Journal of Childhood Education, 6 (2016) 1, Artikel 441 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Academic Achievement; Native Language; Language of Instruction; Evidence; Achievement Tests; Grade 4; International Assessment; Reading Achievement; Reading Tests; Official Languages; African Languages; English; Testing; Disadvantaged; South Africa; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Teaching language; Unterrichtssprache; Evidenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Office language; Amtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner's home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners' home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01