Do Foreign-Language-Speaking Students Benefit From the Same Class Practices as Native Students?

• In Event: Poster Session 4
  In Poster Session: School Effectiveness and School Improvement SIG 105 Poster Session

Abstract

Class practices, that have previously been demonstrated to be effective, were tested on students’ mathematics achievement and learning gains in grade 5, using a sample of 4,987 students within 296 classes. We investigated which of these class practices contribute to narrowing the achievement gap between foreign-language and native students. To that end, differential effects were tested while controlling for student characteristics and socio-economic class composition. Results indicate that for both foreign-language and native students, mathematics achievement at the end of grade 5 is positively associated with all tested class practices. Concerning the learning gains, we found that foreign-language students profit even more from ‘active learning and metacognitive training’, as well as from ‘a cooperative learning environment’, compared to native students.

Authors

• Gudrun Vanlaar, KU Leuven

• Machteld Vandecandelaere, University of Leuven

• Fien Depaepe, University of Leuven

• Bieke De Fraine, K.U. Leuven

• Jan A. Van Damme, KU Leuven