東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study./
作者:	Jang, Eunjee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	81 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
標題:	Education. -
電子資源:	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.
LDR:03345nmm a2200385 4500 001 2347275
005 20220722112704.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798672197746
035 $a (MiAaPQ)AAI28090535
035 $a AAI28090535
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jang, Eunjee. $0 (orcid)0000-0001-5965-5579 $3 3686497
245 1 0 $a Contextual Understanding of Literacy Skills of Language-Minoritized Bilinguals: A Cross-Country Comparative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 81 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Brutt-Griffler, Janina.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 0656.
650 4 $a Education. $3 516579
650 4 $a Bilingual education. $3 2122778
650 4 $a Language. $3 643551
650 4 $a School systems. $3 3682554
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Literacy. $3 528342
653 $a Curricular differentiation
653 $a Immigrant integration
653 $a Immigrant integration policy
653 $a Language-minoritized bilinguals
653 $a Literacy gap
653 $a PIAAC
690 $a 0515
690 $a 0282
690 $a 0679
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 0656
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28090535