Reference : Do students’ language backgrounds explain achievement differences in the Luxembourgis...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/39339
Do students’ language backgrounds explain achievement differences in the Luxembourgish education system?
English
Simoes Lourêiro, Kevin mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Scharf, Jan []
Grecu, Alyssa Laureen mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2019
Ethnicities
SAGE Publications
19
6
1202-1228
Yes
International
1468-7968
1741-2706
New York
NY
[en] educational inequalities ; achievement ; language background ; social origin ; immigrant origin ; Luxembourg
[en] What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects.
Fonds National de la Recherche - FnR ; SNF
SASAL - School Alienation in Switzerland and Luxembourg
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/39339
10.1177/1468796819840734
https://journals.sagepub.com/doi/10.1177/1468796819840734
FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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