Socioeconomic Patterns and Educational Performance Based on Language-of-Instruction Models in the Basque Autonomous Community

Autor/inn/en	Elosua, Paula; Egaña, Maria
Titel	Socioeconomic Patterns and Educational Performance Based on Language-of-Instruction Models in the Basque Autonomous Community
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 8, S.686-698 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1224239
Schlagwörter	Socioeconomic Influences; Foreign Countries; Academic Achievement; Correlation; Geographic Regions; Language Maintenance; Languages; Language of Instruction; Language Minorities; Mathematics Tests; Mathematics Achievement; Grade 4; Elementary School Students; Hierarchical Linear Modeling; Comparative Analysis; Spanish; Institutional Characteristics; Gender Differences; Native Language; Socioeconomic Background; Teaching Methods; Language Usage; Statistical Analysis; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Ausland; Schulleistung; Korrelation; Sprachpflege; Language; Sprache; Teaching language; Unterrichtssprache; Sprachminderheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Spanisch; Geschlechterkonflikt; Sozioökonomische Lage; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Statistische Analyse; Regression; Regressionsanalyse; Spanien
Abstract	One of the focuses of language revitalisation policies is to incorporate minority languages into education. Evaluation of new language-of-instruction models is usually based on the increase of minority language speakers. However, it is also important from an educational perspective to study the possible relationship between performance and significant variables such as economic and cultural status (ESCS) or language background. In the context of the Basque Autonomous Community, where three different language-of-instruction models coexist, we analyse data from a diagnostic assessment of mathematics competence administered to 16,993 fourth-grade students. Using multilevel models, the results show an association between linguistic groups and ESCS, and that the relationship is not strong enough to explain performance differences among groups. The research demonstrates the importance of taking linguistic and socioeconomic background into account when comparing academic achievement among language-of-instruction models. (As Provided).
Anmerkungen	Routledge. 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