Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

Autor/inn/en	Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Titel	Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
Quelle	In: Ethnicities, 19 (2019) 6, S. 1202-1228 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1468-7968; 1741-2706
DOI	10.1177/1468796819840734
URN	urn:nbn:de:0111-pedocs-193243
Schlagwörter	Längsschnittuntersuchung; Panel; Soziale Ungleichheit; Bildungsgang; Soziale Herkunft; Bildungssystem; Gegliedertes Schulsystem; Schuljahr 05; Schuljahr 08; Schulform; Übergang; Grundschule; Sekundarbereich; Schüler; Schulnote; Schülerleistung; Curriculum; Sprachkompetenz; Fremdsprachenunterricht; Mehrsprachigkeit; Mathematikunterricht; Migrationshintergrund; Auslese; Wirkung; Bourdieu, Pierre; Luxemburg
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3