The Achievement of Spanish Speaking Students in Secondary Schools in England

Autor/in	Demie, Feyisa
Titel	The Achievement of Spanish Speaking Students in Secondary Schools in England
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.1031-1045 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1899925
Schlagwörter	Foreign Countries; Spanish Speaking; Minority Group Students; Secondary School Students; Urban Schools; Language Usage; Low Achievement; Geographic Location; Student Characteristics; Underachievement; Barriers; Poverty; Student Mobility; At Risk Students; Achievement Gap; Educational Attainment; English (Second Language); English Language Learners; Language Fluency; Socioeconomic Status; Gender Differences; United Kingdom (London); Europe; Latin America + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachgebrauch; Unterdurchschnittliche Leistung; Performance deficiency; Leistungsschwäche; Armut; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsabschluss; Bildungsgut; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Europa; Lateinamerika
Abstract	This research aims to examine Spanish-speaking students' attainment to improve our knowledge about students at the end of secondary school in England. The sample consisted of students who completed the General Certificate of Secondary Education (GCSE) in inner London Local Authority. The findings of the analysis of GCSE results by language spoken at home suggest that, overall, students who speak Spanish language do less well than other groups, and their low attainment is a key concern for policymakers and teachers. However, while this is true overall, there were wide differences in performance when broken down into European speakers and Latin American speakers. The empirical evidence suggest that European Spanish speakers do better that Latin American Spanish speakers. A number of factors were identified in the underachievement of Spanish students, including the language barrier, poverty, and pupil mobility rate. Policy implications for data collection and further research are discussed in the final section. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01