The Effect of Bidialectal Literacy on School Achievement

Autor/inn/en	Vangsnes, Øystein A.; Söderlund, Göran B. W.; Blekesaune, Morten
Titel	The Effect of Bidialectal Literacy on School Achievement
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 3, S.346-361 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vangsnes, Øystein A.) ORCID (Söderlund, Göran B. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1051507
Schlagwörter	Norwegian; Literacy; Language Variation; Dialects; Language of Instruction; Correlation; Socioeconomic Influences; Cognitive Development; Extracurricular Activities; Language Acquisition; Municipalities; Bilingualism; Academic Achievement; Achievement Tests; Foreign Countries; Statistical Analysis; Language Classification; Grade 5; Grade 8; Grade 9; Regression (Statistics); Norway + Suchen Sie Ihr Suchwort? Norwegisch; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachenvielfalt; Dialect; Dialekt; Teaching language; Unterrichtssprache; Korrelation; Sozioökonomischer Faktor; Kognitive Entwicklung; Außerunterrichtliche Aktivität; Sprachaneignung; Spracherwerb; Magistrat; Bilingualismus; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Statistische Analyse; Sprachtypologie; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Regression; Regressionsanalyse; Norwegen
Abstract	The Norwegian language has two written standards, Bokmål (majority variety) and Nynorsk (minority variety), and children receive their schooling in one or other of them. Pupils schooled in Nynorsk acquire the Bokmål variety simultaneously through extracurricular exposure and thus develop what may be termed "bidialectal literacy". In this study, we correlate, at municipal level, the results from Norwegian standardized national tests in reading, arithmetic, and English from four cohorts of eighth graders (2009-2012), with available statistics on language of instruction and socio-economic status. The finding is that municipalities with Nynorsk pupils have better than average results in national tests once socio-economic factors are taken into consideration. We suggest that this may be seen as an effect of the "bilingual advantage" in cognitive development and that such advantage may arise even in the case of closely related linguistic varieties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01