Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth

Autor/inn/en	Warrican, S. Joel; Alleyne, Melissa; Smith, Patriann; Zaidi, Rahat; Esperat, Tala Karkar; Chen, Yi-Hsin; Yin, Yue
Titel	Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth
Quelle	In: Research in Comparative and International Education, 17 (2022) 1, S.3-28 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Patriann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999211057449
Schlagwörter	Literacy; Cultural Differences; Comparative Analysis; Native Speakers; French; English; English (Second Language); Second Language Learning; Foreign Countries; Comparative Education; Achievement Tests; Secondary School Students; International Assessment; Immigrants; Language Planning; Cultural Pluralism; Public Policy; Self Concept; Reading Tests; Student Attitudes; History; Canada; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Kultureller Unterschied; Muttersprachler; Französisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Sprachwechsel; Kulturpluralismus; Öffentliche Ordnung; Selbstkonzept; Lesetest; Schülerverhalten; Geschichte; Geschichtsdarstellung; Kanada; USA
Abstract	The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy, where Canada is generally perceived to be a country with language policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms. In contrast, the United States has consistently espoused the notion that one is "American first" and one's cultural identity follows behind. It is within this context that the following study examines the difference in reading literacy performance between youth in the U.S. who self-identify as "native" English speakers and those who self-identify as "non-native" English speakers on the PISA assessment. The study also explores the difference in reading literacy performance among Canadian youth who self-identify as "native" English speakers, those who self-identify as "native" French speakers, and those who self-identify as neither "native" English nor "native" French speakers on PISA. Implications for policy, practice and society are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01