Academic achievement in a language revitalisation context: a study on the influence of language and socioeconomic factors

Altavilla, Jennifer; Elosua, Paula; Solano‐Flores, Guillermo

doi:10.1080/01434632.2020.1865382

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…From these multidisciplinary perspectives, I consider the issue of bilingual behavioral differences intersecting across cognitive psychology and education practices and policies. Despite the reporting of bilingual advantage in cognitive tasks across developmental samples (see Blom et al, 2017 in Europe; and Kapa & Colombo, 2013 in the US for example), children who are minoritized language speakers are constantly the centerpiece of educational conversation in a deficit-oriented framework (e.g., Altavilla et al, 2021 for an example in Basque Autonomous Community; and Abedi & Gándara, 2006 or Shin, 2018 in the USA). As I straddle these disciplines and research from international communities where social contexts of multilingualism are diverse, I contemplate the consequences and interpretations of the research claiming a bilingual (dis)advantage.…”

Section: Positionality Statementmentioning

confidence: 99%

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Luk

2022

Applied Psycholinguistics

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The search for the existence and nonexistence of bilingual advantages and disadvantages has become a battleground marked by polarized comments and perspectives, furthering our understanding of neither bilingualism as an experience nor cognition as higher-level mental processes. In this paper, I provide a brief historical overview of research examining the cognitive and linguistic consequences of multilingualism and address the assumptions underlying research exploring the bilingual behavioral difference. I aim to illustrate the sole focus on behavioral (dis)advantage fails to reflect the complexity and dynamicity of people’s bilingual experiences, thereby distracting from understanding bilingualism. Responding to the call of this special issue, I describe the necessity to focus on people when moving toward a just and equitable future for applied psycholinguistic research. Furthermore, I explain why the nuances of bilingualism need to be recognized beyond binary categorization to advance knowledge about bilingualism and its consequences. To avoid unjust misattribution of a behavioral outcome to people’s life experience and to report research findings in a transparent manner, the myopic representation of the terms “bilingual (dis)advantage” should be recognized and reflected on.

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Section: Positionality Statementmentioning

confidence: 99%

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Luk

2022

Applied Psycholinguistics

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“…The impact of Socioeconomic Status (SES) on the academic achievement of high school students reflects the complex interplay between social, economic, and educational factors (Skvarc et al, 2021). A strong correlation between socioeconomic status and academic success has been found in numerous studies (Altavilla, Elosua, & Solano-Flores, 2023;Borgen, Markussen, & Raaum;Gullo & Ammar, 2022;Tan). Students' educational trajectories are greatly influenced by family income, parental education, and access to educational resources.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hence H_2 is supported. Studies conducted by Altavilla et al (2023), Zhao et al (2023), andSkvarc et al (2021) repeatedly show that students from wealthier households typically have access to a wider range of educational resources, extracurricular activities, and a nurturing home environment. All of these things work together to improve student achievement.…”

Section: Hypotheses Testingmentioning

confidence: 99%

Beyond the Classroom: Mapping the Terrain of High School Achievement through Student-Teacher Interactions, Socioeconomic Realities, and School Facilities

2024

PSSR

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In the complex terrain of high school education, it is critical to comprehend the elements that greatly influence academic achievement. This study evaluated the impact of studentteacher interaction, socioeconomic status, and facilities at school on the academic achievement of high school students. The cross-sectional and quantitative research design was employed. Multistage and proportionate sampling techniques were used. 280 respondents were selected using these techniques from public sector high schools in Faisalabad. Data were collected using a questionnaire having the key study variables. The collected data was analysed with IBM SPSS for windows (27 edition). Descriptive, correlational, and multiple regression analyses were utilised to evaluate the impact of student-teacher interaction, socioeconomic status, and facilities at school on the academic achievement of high school students. The findings of the study show that student-teacher interaction, socioeconomic status, and facilities at school significantly positively impact academic achievement. The study underscores the importance of positive interaction between students and teachers, socioeconomic parity, and school infrastructure in optimizing academic achievement. Policy recommendations for educational leaders, policymakers, and administrators are also discussed.

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“…This is because fluid intelligence is critical needed for complex mathematical problems. Even though some researchers like (Altavilla et al, 2021;Khatib et al, 2021) believe that a set of cognitive and mathematics skills are stable across ages, it acknowledged the importance of fluid intelligence in mathematics learning.…”

Section: Empirical Reviewmentioning

confidence: 99%

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

Atta¹,

Clark

Bonyah³

2023

GRSSE

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This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards.

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Academic achievement in a language revitalisation context: a study on the influence of language and socioeconomic factors

Cited by 3 publications

References 37 publications

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Beyond the Classroom: Mapping the Terrain of High School Achievement through Student-Teacher Interactions, Socioeconomic Realities, and School Facilities

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

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