Modersmålsundervisning, läsförståelse och betyg

Ganuza, Natalia; Hedman, Christina

doi:10.18261/issn.2535-3381-2018-01-01

Cited by 10 publications

(8 citation statements)

References 22 publications

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“…Research from the United States has found that students who maintain their first languages have better learning outcomes and are more successful in the labour market than children of immigrants who mainly use the language of the society in which they live (Feliciano, 2001;Lee Blair & Cobas, 2006;Lutz & Crist, 2009); there also exists some supporting crossnational evidence (Agirdag, 2014;Agirdag & Vanlaar, 2018). In addition, strong firstlanguage skills have been shown to significantly affect the learning of other languages and school subjects (Eunjung Relyea & Amendum, 2019;Ganuza & Hedman, 2018). Indeed, a number of studies have shown that bi-or multilingualism has positive cognitive effects (e.g., van den Noort et al, 2019), although there is also contradicting evidence (Lehtonen et al, 2018).…”

Section: Potential Benefits Of Bilingualism and Biculturalismmentioning

confidence: 99%

“…There is major disagreement about whether continuing to speak one's language of origin is beneficial or detrimental to other integration outcomes. Minority students' ethnic groups are important social networks that support these students' school success (Portes & Hao, 2004), and their first 1 languages are vital resources for learning other languages and subjects (e.g., Agirdag & Vanlaar, 2018;Cummins, 2001;Ganuza & Hedman, 2018). However, speaking a language other than the language of instruction at home is not without challenges, and the more different the first language and the language of instruction are from one another, the greater the learning gaps (Borgonovi & Ferrara, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

Kilpi-Jakonen¹,

Alisaari²

2021

Preprint

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Educational disadvantages of children of immigrants have sometimes been linked to speaking a language other than that of school instruction at home. However, thorough investigations of the alleged benefits for immigrant families of adopting the language of the surrounding society are lacking. We used data from a subset of countries in the 2018 Programme of International Student Assessment (PISA) and analysed reading test scores, educational expectations, sense of belonging at school, and subjective wellbeing (positive affect). Our results suggest that the language used at home is not systematically associated with subjective wellbeing or educational expectations. In some countries, switching the home language to that of the destination country is associated with an increased sense of belonging at school and higher reading scores. We discuss these results with reference to ethnic boundary making and how schools and educational systems can respond to the needs of linguistically diverse students.

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Section: Potential Benefits Of Bilingualism and Biculturalismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

Kilpi-Jakonen¹,

Alisaari²

2021

Preprint

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“…Unfortunately, many teachers believe that the language of the instruction will only be learned if students' home languages are excluded and all school activities take place in the target language (Alisaari, Heikkola, Acquah & Commins, 2019;Valdes 2010). However, evidence suggests that including the home language in instruction is beneficial: it promotes better outcomes in maintaining the home language, learning the school language, and learning other subjects (Ganuza & Hedman, 2018;Ramírez, 1992).…”

Section: What Teachers Need To Know About Learning An Additional Langmentioning

confidence: 99%

How Finnish teachers understand multilingual learners’ language learning

Alisaari

Heikkola²

2020

Apples

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The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and requires teacher support. However, research has shown that not all teachers have sufficient knowledge of language learning, how language learning influences the learning of content, or how to support multilingual learners in this context (Sullivan, 2016). In this study, Finnish teachers’ (N = 820) understandings of certain processes related to learning an additional language were examined, including whether there were differences in understandings between different teacher groups. Over 80% of the surveyed teachers were knowledgeable about the aspects related to classroom interaction and language use that can be considered as essential for being a linguistically responsive teacher: for example, they knew that social interaction supports learners’ language development. In this study, the less experience a teacher had in general, the more knowledgeable they were regarding language learning. Further, teachers of language related subjects had a better understanding of certain aspects of language learning compared to other subject teacher groups. Based on these results, professional development targeted at teachers who have been in the profession for several years is recommended.

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“…Many studies indicate that nurturing students' first languages is positively associated with their learning of other languages and subjects at school as well as their educational expectations (see e.g. Cummins, 2001 ; Ovando and Combs, 2011 ; Feliciano and Lanuza, 2016 ; Agirdag and Vanlaar, 2018 ; Ganuza and Hedman, 2018 ). Speaking a language other than the language of instruction at home is, nevertheless, not without challenges.…”

Section: Introductionmentioning

confidence: 99%

“…However, using a language other than the language of instruction per se does not prevent students from learning the language of instruction or result in worse learning outcomes (Strobel, 2016 ). On the contrary, strong first language skills benefit the learning of the language of instruction as well as other subjects (Cummins, 2001 ; Ganuza and Hedman, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

Kilpi-Jakonen

Alisaari

2022

Front. Sociol.

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Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to perform worse at school is due to speaking a language other than that of instruction at home. In order to shed further light on the role of language choices at home for education, we examine both the correlates of language use at home as well as the relationship between this and reading scores and educational expectations. We differentiate between three language use groups: those who mainly use the language of origin at home, those who only use the language of instruction at home, and those who use both of these. We analyze these relationships using data from the Programme for International Student Assessment (PISA). In order to examine country differences, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children with origins in Turkey and former Yugoslavia. These two groups have also been identified as being at major educational disadvantage across Europe. Our results suggest that continuing to (mainly) use the language of origin at home is more prevalent among children from socioeconomically more disadvantaged families, but is supported by more socioeconomically advantaged and more diverse school environments. In the majority of countries studied, switching to the language of instruction is associated with higher reading scores but not with higher educational expectations than continuing to speak mainly the language of origin at home. These relationships are to a large extent confounded (or in some cases potentially mediated) by family factors such as socioeconomic status and school-related factors such as school's socioeconomic composition. We conclude by highlighting the role that linguistically responsive pedagogies and a positive school climate can play for the education of all young people but in particular newly-arrived immigrants.

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Modersmålsundervisning, läsförståelse och betyg

Cited by 10 publications

References 22 publications

Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

How Finnish teachers understand multilingual learners’ language learning

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

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