Cultural alloys and heterogeneous mixes: Contextualized and comparative language differences in literacy assessment of U.S. and Canadian youth

The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy, where Canada is generally perceived to be a country with language policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms. In contra...

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Bibliographic Details
Published in:Research in comparative and international education 2022-03, Vol.17 (1), p.3-28
Main Authors: Warrican, S. Joel, Alleyne, Melissa, Smith, Patriann, Zaidi, Rahat, Esperat, Tala Karkar, Chen, Yi-Hsin, Yin, Yue
Format: Article
Language:English
Subjects:
Achievement Tests
Comparative Analysis
Comparative Education
Cultural Differences
Cultural Pluralism
English
English (Second Language)
Foreign Countries
French
History
Immigrants
International Assessment
Language Planning
Literacy
Native Speakers
Public Policy
Reading Tests
Second Language Learning
Secondary School Students
Self Concept
Student Attitudes
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Summary:The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy, where Canada is generally perceived to be a country with language policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms. In contrast, the United States has consistently espoused the notion that one is “American first” and one’s cultural identity follows behind. It is within this context that the following study examines the difference in reading literacy performance between youth in the U.S. who self-identify as native English speakers and those who self-identify as non-native English speakers on the PISA assessment. The study also explores the difference in reading literacy performance among Canadian youth who self-identify as native English speakers, those who self-identify as native French speakers, and those who self-identify as neither native English nor native French speakers on PISA. Implications for policy, practice and society are discussed.
ISSN:1745-4999
1745-4999
DOI:10.1177/17454999211057449