Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth
Document Type
Article
Publication Date
2022
Keywords
assessment, multilingualism, language, literacy, language policy, PISA, United States, Canada
Digital Object Identifier (DOI)
https://doi.org/https://doi.org/10.1177_17454999211057449
Abstract
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Research in Comparative and International Education, v. 17, issue 1, p. 3-28
Scholar Commons Citation
Warrican, S. Joel; Alleyne, Melissa; Smith, Patriann; Zaidi, Rahat; Esperat, Tala Karkar; Chen, Yi-Hsin; and Yin, Yue, "Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth" (2022). Teaching and Learning Faculty Publications. 740.
https://digitalcommons.usf.edu/tal_facpub/740
