Relations between linguistic diversity, classroom social climate, and reading comprehension in Norwegian elementary classrooms

Abstract

ABSTRACT Linguistic diversity creates both opportunities and challenges for peer relations in today’s classrooms. However, how class linguistic diversity relates to peer relations as a dimension of classroom social climate and its relation to academic achievement is unclear. Furthermore, previous research has largely ignored cultural and linguistic proximities among students. Drawing on social identity and self-determination theories and applying lexicostatistical percentages as a proxy of linguistic diversity, this cross-sectional study used multi-level latent structural equation modeling to examine the associations between class linguistic diversity, classroom social climate, and reading comprehension, while controlling for socioeconomic status and gender. While class linguistic diversity and classroom social climate were not significantly related to class average reading comprehension, analyses revealed a negative association between class linguistic diversity and classroom social climate. This finding suggests linguistic diversity may instigate a unique social discord within classrooms as early as the elementary level which warrants additional research.