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Academic proficiency performance in second and third language: the role of school context / Orly Haim.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p. 182-198 This study investigated the role of school-related variables in explaining academic proficiency (AP) performance in Hebrew (L2) and English (L3) among immigrant youth. The following sets of variables were examined: (1) school background (2) academic, linguistic and social-psychological support, and (3) professional staff and school resources allocated for immigrant students. The sample included 267 Russian (L1) speaking students drawn from 18 Israeli high schools. Students’ AP level was assessed via AP tests in L2 and L3. Data about the schools were collected through interviews with the school principals. Multivariate analysis of covariance, controlling for socioeconomic status (SES), arrival age and gender indicated that students’ performance significantly varied as a function of the school-related variables although the effect of these variables on students’ AP scores in L2 and L3 was not to the same extent. The variables educational track (comprehensive schools), upper SES, social-psychological support, teacher training, parental involvement, and provision of an immigrants’ class were associated with higher grades in the respective languages whereas provision of academic and linguistic support were related to lower scores. These results highlight the role of the particular learning environment and context as a source of variation in L2 and L3 performance.
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New literacies as multiply placed practices: expanding perspectives on young people’s literacies across home and school / Scott Bulfin and Dimitris Koutsogiannis
// Language and education 2012, Vol26, N.4 2012p. 331-346 The home-school mismatch hypothesis has played an important part in sociocultural studies of literacy and schooling since the 1970s. In this paper, we explore how this now classic literacy thesis has developed a new life in studies of digital media and electronic communications with regards to young people and schools, what we call the new home-school mismatch hypothesis or new literacy thesis. We report on two studies, one conducted in Australia and the other in Greece, that worked with 14-16-year-old young people to explore the relationships between their use of digital media in- and out-of-school. Our analysis suggests that the relationship between literacy and digital media use in and outside of school is more complex than is often presented in media commentary and in research and points to the need for more careftil consideration of the relationship between school and out-of-school practice and knowledge
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