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Home language, school language and children's literacy attainments: a systematic review of evidence from low‐ and middle‐income countries

Abstract:

The general consensus in the field is that when the home language is different from the language of instruction in school then children’s literacy attainments could slow down. In this 26-year review of the literature on children’s literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1002/rev3.3130

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Brasenose College
Role:
Author
More by this author
Institution:
University of Oxford
Division:
Medical Sciences Division
Department:
Experimental Psychology
Oxford college:
St John's College
Role:
Author
More from this funder
Funding agency for:
Nag, S
Grant:
2014-2015
More from this funder
Funding agency for:
Nag, S
Grant:
2014-2015
Publisher:
Wiley Publisher's website
Journal:
Review of Education Journal website
Volume:
7
Issue:
1
Pages:
91-150
Publication date:
2018-11-22
Acceptance date:
2018-07-12
DOI:
EISSN:
2049-6613
Source identifiers:
946223
Keywords:
Pubs id:
pubs:946223
UUID:
uuid:ef430a7d-4bd5-4dba-8a94-b3dc856fcdae
Local pid:
pubs:946223
Deposit date:
2018-11-24

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