Non‐Native Speakers of English in the Classroom: What are the Effects on Pupil Performance?

Geay, Charlotte; McNally, Sandra; Telhaj, Shqiponja

doi:10.1111/ecoj.12054

“…If immigration places a strain on public services, such as education (see, for example, Betts & Fairlie, 2003;Geay, McNally & Telhaj, 2013;Ohinata & van Ours, 2013;or Schneeweis 2013), public safety (for example, Bell, Fasani, and Machin 2013), health care or welfare, users of these services, regardless of their origin, might oppose further immigration.…”

Section: Introductionmentioning

confidence: 99%

Are Immigrants in Favour of Immigration? Evidence from England and Wales

Braakmann

¹

,

Waqas

²

,

Wildman

³

2017

The B.E. Journal of Economic Analysis &Amp; Policy

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Abstract:Using the UK Citizenship Survey for the years 2007-2010, this paper investigates how immigrants view immigration and how these views compare to the views of natives. Immigrants who have been in the UK longer are similar to natives in being opposed to further immigration, while recent immigrants are more in favour of further immigration. Labour market concerns do not play a large role for either immigrants or natives. However, there is some evidence that financial and economic shocks can increase anti-immigration sentiments.

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“…The results of these studies are mixed. While Gould et al (2009) find adverse consequences of immigrant concentration for native students in Israeli elementary schools and Brunello and Rocco (2011) find small negative spill-over effects from immigrants to natives in a multi-country set-up, Geay et al (2012) find no spill-over effects of non-native English speakers on native students in English schools.…”

Section: Previous Studies and My Contributionmentioning

confidence: 95%

“…Both authors find that native students are more likely to opt out from local public schools, the higher the share of immigrants in school. 1 The impact of immigrant concentration on the academic achievement of native pupils is studied by Gould et al (2009), Brunello and Rocco (2011) and Geay et al (2012. The results of these studies are mixed.…”

Section: Previous Studies and My Contributionmentioning

confidence: 99%

Immigrant concentration in schools: Consequences for native and migrant students

Schneeweis

¹

2015

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractIn this paper, I study the impact of immigrant concentration in primary schools on educational outcomes of native and migrant students in a major Austrian city between 1980-2001. The outcome measures of interest are track attendance after primary education and grade repetition. Using variation in the fraction of students with migration background among adjacent cohorts within schools and drawing special attention to time trends, the analysis shows that migrant students suffer from school-grades with a higher share of migrant students, while natives are not affected on average. These negative spill-over effects are particularly strong between students from the same area of origin, indicating that peer groups in schools form along ethnic dimensions.JEL Classification: I21, J15, J24

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“…Other papers investigate the educational performance of immigrant children (Dustmann et al, 2010;Geay et al, 2013). This paper contributes to the literature on the educational consequences of language skills but instead of studying immigrant students, it investigates the effects of speaking dialects at home on standardized test scores.…”

Section: Introductionmentioning

confidence: 99%

The Educational Consequences of Language Proficiency for Young Children

Yao

¹

,

Ohinata

²

,

Ours

³

2016

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S The Educational Consequences of LanguageIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 9800 March 2016 ABSTRACTThe Educational Consequences of Language Proficiency for Young Children * This paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys' language test scores. In addition, we study whether there are spillover effects of peers' dialect-speaking on test scores. We find no evidence for spillover effect of peers' dialectspeaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.JEL Classification: J24, I2

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Non‐Native Speakers of English in the Classroom: What are the Effects on Pupil Performance?

Cited by 114 publications

References 25 publications

Are Immigrants in Favour of Immigration? Evidence from England and Wales

Are Immigrants in Favour of Immigration? Evidence from England and Wales

Immigrant concentration in schools: Consequences for native and migrant students

The Educational Consequences of Language Proficiency for Young Children

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