Research Article
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Year 2019, Volume: 8 Issue: 3, 170 - 189, 30.09.2019

Abstract

References

  • Ağırdağ, O. (2009). All languages welcomed here. Educational Leadership, 66, 20–25.
  • Ağırdağ, O. (2010). Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian schools. British Journal of Sociology of Education, 31, 307–321.
  • Ağırdağ, O. (2014). The long-term effects of bilingualism on children of immigration: Student bilingualism and future earnings. International Journal of Bilingual Education and Bilingualism, 17(4), 449-464. http://dx.doi.org/10.1080/13670050.2013.816264.
  • Ağırdağ, O., Van Avermaet, P., & Van Houtte, M. (2013). School segregation andmath achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record; 115(3), 1-50.
  • Ağırdağ, O. and Vanlaar, G. (2016). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 1 –15.
  • August, D. & Shanahan, T. (2010). Response to a review and update on developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Journal of literacy research, 42, 341-348.
  • Baker, D. P., & Stevenson, D. L. (1986). Mothers' strategies for children's school achievement: Managing the transition to high school. Sociology of education. Sociology of education, 59 , 156-166.
  • Becher, R. M. (1984). Parent involvement: A review of research and principles of successful practice. Washington, DC: National Institute of Education.
  • Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24(4), 560–567.
  • Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70, 636–644.
  • Bortoli, L. D. (2018). PISA Australia in Focus Number 1. Victoria: Australian Council for Educational Research Ltd.
  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual review of psychology, 53, (1), 371-399.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Bilingual Education Paper Series, 3, 1–69.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Bilingual education and bilingualism 23. Clevedon: Multilingual Matters.
  • Cummins, J. (2008). Essay review [Review of the book Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003, by P. Stanat & G. Christensen]. Curriculum Inquiry, 38(4), 493–497.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner: Revisited. New York: Routledge.
  • Dronkers, J., & Van der Velden, R. (2013). Positive but also negative effects of ethnic diversity in schools on educational achievement? An empirical test with cross-national PISA data. In M. Windzio (Ed.).Integration and Inequality in Educational Institution s(pp. 71–98). New York, NY: Springer.
  • European Union (2016). Education and Training Monitor 2016: Belgium. Retrieved from http://ec.europa.eu/education/sites/education/files/monitor2016_en.pdf.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Hirtt, N., I. Nicaise, & D. De Zutter (2007). De school van de ongelijkheid [The school ofinequality]. Berchem: Epo.
  • Hopkins, D., Pennock, D., Ritzen, J., Ahtaridou, E., & Zimmer, K. (2008). External Evaluation of the Policy Impact of PISA. Paris, France: OECD Publishing.
  • Lamerz, A., Kuepper-Nybelen, J., Wehle, C., Bruning, N., Trost-Brinkhues, G., Brenner, H., Herpertz-Dahlmann, B. (2005). Social class, parental education, and obesity prevalence in a study of six-year-old children in Germany. International journal of obesity, 29 (4), 373-380. Doi: 10.1038/sj.ijo.0802914.
  • Levels, M., Dronkers, J., & Kraaykamp, G. (2008). Immigrant children’s educational achievement in western countries: Origin, destination, and community effects on mathematical performance. American Sociological Review, 73, 835–853.
  • Leseman, P. P. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development, 21(2), 93–112.
  • Lutz, A., & S. Crist. (2009). Why do bilingual boys get better grades in English-onlyAmerica? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants. Ethnic and Racial Studies, 32, 346–368.
  • Ma, X. (2003). Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 96(6), 340-349. Doi:10.1080/00220670309596617.
  • Mancilla-Martinez, J., & Lesaux, N. K. (2011). Early home language use and later vocabulary development. Journal of Educational Psychology, 103(3), 535-546.Organization for Economic Co-Operation and Development (2000). Student engagement at school: A sense of belonging and participation: Results from PISA 2000. Paris, France: OECD publishing.
  • Organisation for Economic Co-Operation and Development (2006). Where immigrant students succeed. A comparative review of performance and engagement in Pisa 2003. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2012). The Policy Impact of PISA: An Exploration of The Normative Effects of International Benchmarking in School System Performance. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2015). Education Policy Outlook: Canada. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2016). PISA 2015PISA Results in Focus. Paris, France: OECD Publishing.
  • Organization for Economic Co-Operation and Development (2017). PISA 2015 results (Volume III): Students’ well-being. Paris, France: OECD Publishing.
  • O’Grady, K., Deussing, M., Scerbina, T., Fung, K. & Muhe, N. (2016). Measuring up: Canadian results of the OECD PISA study. Ontario, Canada: Council of Ministers of Education, Canada.
  • Panicacci, A., & Dewaele, J. M. (2017). ‘A voice from elsewhere’: acculturation, personality and migrants’ self-perceptions across languages and cultures. International Journal of Multilingualism, 14, (4), 419-436. Doi: 10.1080/14790718.2016.1273937.
  • Pulinx, R., Van Avermaet, P., & Ağırdağ, O. (2016) Silencing linguistic diversity: The extent, the determinants and consequences of the monolingual beliefs of Flemish teachers. International Journal of Bilingual Education and Bilingualism. Epub ahead of print 27 October 2015. doi:10.1080/13670050.2015.1102860.
  • Schnepf, S. V. (2007). Immigrants’ educational disadvantage: An examination across ten countries and three surveys. Journal of Population Economics, 20, 527–545.
  • Scott-Jones, D. (1987). Mother-as-teacher in the families of high-and low-achieving low-income black first-graders. The Journal of Negro Education, 56, (1), 21-34.
  • Tygat, K. (June, 2011). Managing Multilingual and Multiethnic Societies and Institutions. EUNoM Symposium, Koper.
  • Van de Craen, P. & R. Soetaert (1997). Language Teacher Training and Bilingual Education in Belgium. In: Piet Van de Craen& Dieter Wolff, Thematic
  • NetworkProject in the Area of Languages. Sub-group N° 6. Language Teacher Training and Bilingual Eudcation. Report prepared for the TNP Evaluation Conference Lille III, Universite 'Charles de Gaulle'. July 1997. p. 1-15. European Commission DG XXIII Lille III, Universite 'Charles de Gaulle'IFreieUniveritat Berlin. 1997.
  • Villiger, C., Wandeler, C., & Niggli, A. (2014). Explaining differences in reading motivation between immigrant and native students: The role of parental involvement. International Journal of Educational Research, 64, 12-25. Doi: 10.1016/j.ijer.2013.10.004.
  • Zhou, M., and C.L. Bankston. (1998). Growing up in America: How Vietnamese children adapt to life in the United States. New York: Russell Sage Foundation.
  • www.oecd.org
  • www.gpseducation.oecd.org

Language Minority Students’ Status: One Large Scale Exam and Two Countries

Year 2019, Volume: 8 Issue: 3, 170 - 189, 30.09.2019

Abstract

Educational policies are
dynamic and can be revised when needed. In order to analyze how successful a
country is, what their rank is among others and what a country needs to
improve, international exams, like PISA, are conducted by authorities. Also,
there are many countries with a large immigrant population. In this regard, the
educational policies should include some regulations for immigrant students’
education. Canada and Belgium have been chosen as participant countries of this
study since they are bi/multilingual countries. Even though they are similar to
each other with their immigrant population, the education policies in these
countries differ. This study aims to compare the success of the immigrant
students in reading skills in both countries as well as their sense of
belonging and their parents’ education by utilizing PISA-2015 data. The results
display that the immigrant students in Canada have outperformed their peers in
Belgium. Furthermore, the immigrant parents in Canada are more educated than
those in Belgium, and Canadian immigrant students show lower sense of belonging
to school when compared to the peers in Belgium. Although these factors are
controlled, the Canadian immigrant students outperform; therefore, some remarks
for education policies in bi/multilingual countries can be made.        

References

  • Ağırdağ, O. (2009). All languages welcomed here. Educational Leadership, 66, 20–25.
  • Ağırdağ, O. (2010). Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian schools. British Journal of Sociology of Education, 31, 307–321.
  • Ağırdağ, O. (2014). The long-term effects of bilingualism on children of immigration: Student bilingualism and future earnings. International Journal of Bilingual Education and Bilingualism, 17(4), 449-464. http://dx.doi.org/10.1080/13670050.2013.816264.
  • Ağırdağ, O., Van Avermaet, P., & Van Houtte, M. (2013). School segregation andmath achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record; 115(3), 1-50.
  • Ağırdağ, O. and Vanlaar, G. (2016). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 1 –15.
  • August, D. & Shanahan, T. (2010). Response to a review and update on developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Journal of literacy research, 42, 341-348.
  • Baker, D. P., & Stevenson, D. L. (1986). Mothers' strategies for children's school achievement: Managing the transition to high school. Sociology of education. Sociology of education, 59 , 156-166.
  • Becher, R. M. (1984). Parent involvement: A review of research and principles of successful practice. Washington, DC: National Institute of Education.
  • Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24(4), 560–567.
  • Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70, 636–644.
  • Bortoli, L. D. (2018). PISA Australia in Focus Number 1. Victoria: Australian Council for Educational Research Ltd.
  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual review of psychology, 53, (1), 371-399.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Bilingual Education Paper Series, 3, 1–69.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Bilingual education and bilingualism 23. Clevedon: Multilingual Matters.
  • Cummins, J. (2008). Essay review [Review of the book Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003, by P. Stanat & G. Christensen]. Curriculum Inquiry, 38(4), 493–497.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner: Revisited. New York: Routledge.
  • Dronkers, J., & Van der Velden, R. (2013). Positive but also negative effects of ethnic diversity in schools on educational achievement? An empirical test with cross-national PISA data. In M. Windzio (Ed.).Integration and Inequality in Educational Institution s(pp. 71–98). New York, NY: Springer.
  • European Union (2016). Education and Training Monitor 2016: Belgium. Retrieved from http://ec.europa.eu/education/sites/education/files/monitor2016_en.pdf.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Hirtt, N., I. Nicaise, & D. De Zutter (2007). De school van de ongelijkheid [The school ofinequality]. Berchem: Epo.
  • Hopkins, D., Pennock, D., Ritzen, J., Ahtaridou, E., & Zimmer, K. (2008). External Evaluation of the Policy Impact of PISA. Paris, France: OECD Publishing.
  • Lamerz, A., Kuepper-Nybelen, J., Wehle, C., Bruning, N., Trost-Brinkhues, G., Brenner, H., Herpertz-Dahlmann, B. (2005). Social class, parental education, and obesity prevalence in a study of six-year-old children in Germany. International journal of obesity, 29 (4), 373-380. Doi: 10.1038/sj.ijo.0802914.
  • Levels, M., Dronkers, J., & Kraaykamp, G. (2008). Immigrant children’s educational achievement in western countries: Origin, destination, and community effects on mathematical performance. American Sociological Review, 73, 835–853.
  • Leseman, P. P. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development, 21(2), 93–112.
  • Lutz, A., & S. Crist. (2009). Why do bilingual boys get better grades in English-onlyAmerica? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants. Ethnic and Racial Studies, 32, 346–368.
  • Ma, X. (2003). Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 96(6), 340-349. Doi:10.1080/00220670309596617.
  • Mancilla-Martinez, J., & Lesaux, N. K. (2011). Early home language use and later vocabulary development. Journal of Educational Psychology, 103(3), 535-546.Organization for Economic Co-Operation and Development (2000). Student engagement at school: A sense of belonging and participation: Results from PISA 2000. Paris, France: OECD publishing.
  • Organisation for Economic Co-Operation and Development (2006). Where immigrant students succeed. A comparative review of performance and engagement in Pisa 2003. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2012). The Policy Impact of PISA: An Exploration of The Normative Effects of International Benchmarking in School System Performance. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2015). Education Policy Outlook: Canada. Paris, France: OECD Publishing.
  • Organisation for Economic Co-Operation and Development (2016). PISA 2015PISA Results in Focus. Paris, France: OECD Publishing.
  • Organization for Economic Co-Operation and Development (2017). PISA 2015 results (Volume III): Students’ well-being. Paris, France: OECD Publishing.
  • O’Grady, K., Deussing, M., Scerbina, T., Fung, K. & Muhe, N. (2016). Measuring up: Canadian results of the OECD PISA study. Ontario, Canada: Council of Ministers of Education, Canada.
  • Panicacci, A., & Dewaele, J. M. (2017). ‘A voice from elsewhere’: acculturation, personality and migrants’ self-perceptions across languages and cultures. International Journal of Multilingualism, 14, (4), 419-436. Doi: 10.1080/14790718.2016.1273937.
  • Pulinx, R., Van Avermaet, P., & Ağırdağ, O. (2016) Silencing linguistic diversity: The extent, the determinants and consequences of the monolingual beliefs of Flemish teachers. International Journal of Bilingual Education and Bilingualism. Epub ahead of print 27 October 2015. doi:10.1080/13670050.2015.1102860.
  • Schnepf, S. V. (2007). Immigrants’ educational disadvantage: An examination across ten countries and three surveys. Journal of Population Economics, 20, 527–545.
  • Scott-Jones, D. (1987). Mother-as-teacher in the families of high-and low-achieving low-income black first-graders. The Journal of Negro Education, 56, (1), 21-34.
  • Tygat, K. (June, 2011). Managing Multilingual and Multiethnic Societies and Institutions. EUNoM Symposium, Koper.
  • Van de Craen, P. & R. Soetaert (1997). Language Teacher Training and Bilingual Education in Belgium. In: Piet Van de Craen& Dieter Wolff, Thematic
  • NetworkProject in the Area of Languages. Sub-group N° 6. Language Teacher Training and Bilingual Eudcation. Report prepared for the TNP Evaluation Conference Lille III, Universite 'Charles de Gaulle'. July 1997. p. 1-15. European Commission DG XXIII Lille III, Universite 'Charles de Gaulle'IFreieUniveritat Berlin. 1997.
  • Villiger, C., Wandeler, C., & Niggli, A. (2014). Explaining differences in reading motivation between immigrant and native students: The role of parental involvement. International Journal of Educational Research, 64, 12-25. Doi: 10.1016/j.ijer.2013.10.004.
  • Zhou, M., and C.L. Bankston. (1998). Growing up in America: How Vietnamese children adapt to life in the United States. New York: Russell Sage Foundation.
  • www.oecd.org
  • www.gpseducation.oecd.org
There are 45 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Tuba Özturan 0000-0002-7099-0076

Gülşah Uyar This is me 0000-0002-5023-9971

Aycan Demir Ayaz 0000-0001-8105-434X

Publication Date September 30, 2019
Submission Date October 8, 2019
Published in Issue Year 2019 Volume: 8 Issue: 3

Cite

APA Özturan, T., Uyar, G., & Demir Ayaz, A. (2019). Language Minority Students’ Status: One Large Scale Exam and Two Countries. ELT Research Journal, 8(3), 170-189.