Language Ideologies and Literacy Achievement: Six Multilingual Countries and Two International Assessments

Autor/inn/en	Arya, Diana J.; McClung, Nicola A.; Katznelson, Noah; Scott, Lyn
Titel	Language Ideologies and Literacy Achievement: Six Multilingual Countries and Two International Assessments
Quelle	In: International Journal of Multilingualism, 13 (2016) 1, S.40-60 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2015.1021352
Schlagwörter	Social Psychology; Language Attitudes; Stereotypes; Achievement Tests; Secondary School Students; Official Languages; Literacy Education; Reading Achievement; Native Language; Multilingualism; Prediction; Hierarchical Linear Modeling; Language Minorities; Language Dominance; Language of Instruction; Foreign Countries; Reading Comprehension; Norwegian; Finno Ugric Languages; Swedish; Russian; French; English (Second Language); Language Variation; Semitic Languages; Self Concept; Language Planning; Databases; International Assessment; Reading Tests; Grade 4; Elementary School Students; Statistical Analysis; Canada; Finland; Israel; Kazakhstan; Kyrgyzstan; Norway; Program for International Student Assessment; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Sozialpsychologie; Sprachverhalten; Klischee; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Office language; Amtssprache; Leseleistung; Mehrsprachigkeit; Multilingualismus; Vorhersage; Sprachminderheit; Sprachliche Dominanz; Teaching language; Unterrichtssprache; Ausland; Leseverstehen; Norwegisch; Schwedisch; Russisch; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Arabisch; Hebräisch; Selbstkonzept; Sprachwechsel; Datenbank; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse; Kanada; Finnland; Kasachstan; Norwegen
Abstract	Social psychologists have suggested that language-based ideologies related to "stereotype threat" (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language development, particularly for large populations of students whose primary language is not the dominant language, is sufficient for "levelling the playing field" in terms of academic achievement. We analysed subsets of data from the 2011 Progress in International Reading Literacy Study and the 2009 Programme for International Student Assessment to investigate the by-country effects of officially recognised languages on reading performance. Participants represent countries with only two official languages (e.g. Canada, Israel) and primarily used one of these languages at home. Preliminary findings from hierarchical linear modelling show that the dominant official language predicts reading performance unless the minority language reflects a language internationally valued and revered by local stake holders (e.g. English in the United Arab Emirates). Implications suggest that educational resources and programmes should be sensitive to the historical context of country-specific language ideologies and related stereotypical perceptions that favour the dominant language within the school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01