Abstract
A study with students from the five linguistic groups in Canada were shown to not succeed at the same level. Francophone students performed better, followed by multilingual, anglophone, allophone, and aboriginal students. Allophones tended to use a more internal locus of control. Students who spoke a Native language were shown to spend the least amount of time writing on the Internet compared to the multilingual and anglophone students who spent the most amount of time, and allophones spent the most time outside of class hours working on homework unrelated to writing and doing activities associated with learning to write.
Highlights
Knowing an official language is considered to be essential to an individual’s economic and social integration (Jedwab, 2005)
Our findings show that the five linguistic groups in Canada do not perform at the same level
Similar achievement levels were observed between allophone students and the other groups, with the exception of the aboriginal students, who failed in approximately 60% of cases
Summary
Knowing an official language is considered to be essential to an individual’s economic and social integration (Jedwab, 2005). Not knowing the language is the primary source of all of the difficulties in school that lead to academic failure (Blackwell & Melzak, 2000), cultural and social isolation (Long & Amaya, 2007), or a sense of significant distress (Ditisheim, 1990). Language is crucial from the start when welcoming and integrating children who know neither English nor French. Canada and other (Organisation for Economic Cooperation and Development) OECD countries show significant differences in performance associated with the language spoken in the home, even if the level of education and professional status of the parents is taken into account (OECD, 2007) Reading and writing abilities are important for children long term, as they contribute in ensuring their self-determination, their social mobility, their successful integration within society, and their academic achievement, and in providing greater economic possibilities in the future (Carter, Polevychock, & Friesen, 2006).
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