Language-Based Differences in the International Literacy Assessment of Bidialectal Youth

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Abstract

In this study, we examined the reading, math and science literacy performance of 3,184 15-year old 9th and 10th grade Trindiadian bidialectal adolescent youth based on their self-identification as native English and non-native English speaking students on the 2009 Program for International Student Assessment (PISA). The majority of students self-identified as [Standard] English speakers despite the predominant use of non-standardized Englishes in their country and findings showed large and significant differences between “self-identifying native” and “self-identifying non-native” speakers of English with higher mean scores for the former group in all three assessed areas of literacy as measured in English. These differences persisted even after controlling for differences such as grade, gender, school type, and indicators of socioeconomic and cultural status.

Authors

• Patriann Smith, Texas Tech University

• Jehanzeb Cheema, University of Baltimore

• Alex Kumi-Yeboah, University at Albany - SUNY