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Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study./
Author:	Jang, Eunjee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	81 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28090535
ISBN:	9798672197746

Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study.
Jang, Eunjee.

Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 81 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

This item must not be sold to any third party vendors.

Research consistently finds that language-minoritized bilinguals fare worse in terms of literacy than dominant language speakers (OECD, 2015). Due to the marginalized and minoritized status of language-minoritized bilinguals in a society, their use of heritage language has been unfairly accused of being the single cause of their underperformance. While the literacy of minoritized groups cannot be fully understood by separating it from broad social contexts where power imbalance is constructed, less is understood about the contextual characteristics pertaining to these literacy gaps (Baker & Wright, 2017; Cummins, 2008; Samson & Lesaux, 2015). In light of these concerns, the current research study examines literacy disparities between young adult language-minoritized bilinguals (aged 16-24) and dominant language speakers in a cross-national context. Of central interest is the exploration of how the contextual features of host countries-immigrant integration policies and inclusive education systems in the forms of curricular differentiation and school segregation-account for the relative performance of language-minoritized bilinguals. Toward this end, two-level hierarchical linear modeling was employed (Raudenbush & Bryk, 2002). Data were drawn from 17 OECD countries that participated in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The results indicate that the observed literacy gaps, disfavoring language-minoritized bilinguals, were the result of the interplay between the individual, family, and institutional characteristics. Language-minoritized bilinguals were more likely to perform better in countries with less externally differentiated education systems and in countries in which the education system has an internal differentiation. The findings underscore the centrality of the educational integration of language-minoritized bilinguals and inclusive education systems that ensures equitable access to a rigorous academic curriculum and equitable educational opportunities for all students.

ISBN: 9798672197746Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Curricular differentiation

Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study.
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