Abstract
[Purpose] The purpose of this study is to explore the factors related to the literacy competency of immigrant students. Through the analysis results, this study attempts to identify the acquisition mechanism literacy competencies of immigrant students and discuss specific educational interventions and policy support directions.
 [Methods]This study analyzed the data from 33 countries participating in OECD PISA 2018 and targeted 46,580 students. Also, the hierarchical linear model has been used as an analysis method to explore factors at both individual and school levels related to the literacy competency of immigrant students.
 [Results] The primary analysis results of this study are as follows. As a factor of the school level, adolescents with immigrant backgrounds show higher literacy capabilities in a school that has a positive immigrant attitude and a highly cooperative climate. And the literacy capacity of adolescents with migrant backgrounds tends to be lower in schools located in rural areas, in schools with low school ESCS, and in schools with a high proportion of adolescents from migrant backgrounds. Female students were found to have higher literacy than male students. Groups with low socio-economic and cultural backgrounds tended to have low literacy. The adolescents who have high reading efficacy and consciously have teacher’s learning support have high literacy ability.
 [Conclusion] The state and schools are responsible for implementing various support policies to improve the literacy skills of immigrant students. In terms of the subject and area of active policies to improve the literacy of immigrant adolescents, the low socioeconomic background of boys and families, the first generation of adolescents, and the low socioeconomic background and rural schools should be considered as school characteristics. To support the literacy competencies of immigrant students, non-immigrant students need to form a positive attitude toward immigrants.
Published Version
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