Marginalization in International Literacy Assessment: The Incongruence Between Native and Test Administration Languages

• In Event: Educational Equity in Global Environments

Abstract

In this study, we extracted nationally representative samples from 34 OECD and 31 non-OECD economies from the 2009 administration of PISA, and used multiple regression analyses to predict reading literacy from self-reported language status. Predictions were also made from demographic variables such as gender, grade, and socioeconomic status. Results indicated a large cross-country variation in the effect of language status on reading literacy as positive and significant for most countries. These findings suggest that across the globe there is a systematic gap in reading literacy between students who are afforded the opportunity to be assessed in their native language versus those who do not get this opportunity.

Authors

• Patriann Smith, Texas Tech University

• Jehanzeb Cheema, University of Baltimore

• Alex Kumi-Yeboah, University at Albany - SUNY