Reference : Do students’ language backgrounds explain achievement differences in the Luxembourgis...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Sociology & social sciences Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/39339

Title :	Do students’ language backgrounds explain achievement differences in the Luxembourgish education system?
Language :	English
Author, co-author :	Simoes Lourêiro, Kevin [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Hadjar, Andreas [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Scharf, Jan []
	Grecu, Alyssa Laureen [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	2019
Journal title :	Ethnicities
Publisher :	SAGE Publications
Volume :	19
Issue/season :	6
Pages :	1202-1228
Peer reviewed :	Yes
Audience :	International
ISSN :	1468-7968
e-ISSN :	1741-2706
City :	New York
Country :	NY
Keywords :	[en] educational inequalities ; achievement ; language background ; social origin ; immigrant origin ; Luxembourg
Abstract :	[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.
Funders :	Fonds National de la Recherche - FnR ; SNF
Name of the research project :	SASAL - School Alienation in Switzerland and Luxembourg
Target :	Researchers ; Professionals ; Students ; General public
Permalink :	http://hdl.handle.net/10993/39339
DOI :	10.1177/1468796819840734
Other URL :	https://journals.sagepub.com/doi/10.1177/1468796819840734
FnR project :	FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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