Explaining Learning Gaps in Namibia: The Role of Language Proficiency

Autor/in	Garrouste, Christelle
Titel	Explaining Learning Gaps in Namibia: The Role of Language Proficiency
Quelle	In: International Journal of Educational Development, 31 (2011) 3, S.223-233 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.016
Schlagwörter	Mathematics Achievement; Multilingualism; Language Role; Foreign Countries; Grade 6; Language Skills; Language Proficiency; Language of Instruction; Native Language; Teaching Methods; Mathematics Instruction; Scores; Bilingual Education; Educational Policy; Student Characteristics; Comparative Analysis; African Languages; Namibia + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mehrsprachigkeit; Multilingualismus; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Language skill; Sprachkompetenz; Language skills; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache
Abstract	In a multilingual context, this study investigates the role on mathematics achievement of the provision of instruction in the home language. It compares characteristics of 5048 Grade 6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the significant role of low language skills on the overall low mathematics scores, which may question the effectiveness and equity of the current bilingual policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10