Listening Comprehension in Segregated Elementary Schools: Does Teaching Quality Matter?

• In Event: Students' Compositions in Schools: International Evidence of Learning

Abstract

Social and ethnic minority students who are overrepresented in segregated schools are often experiencing difficulties in listening skills. This study aimed to investigate the relationship between teaching quality aspects and listening comprehension in socially and ethnically segregated elementary schools in Flanders (the northern region of Belgium where Dutch is the official language). A listening comprehension test was administered to 7- and 8-year-old students (n=312) and their teachers’ language lessons (n=22) were observed. A two level analysis was conducted. The results show that managing the class efficiently and applying teaching learning strategies improve the listening comprehension skills of students, while more attention towards adaptation of teaching seems to be negatively related with students’ listening comprehension. Directions for future research are discussed.

Authors

• Lisa Dewulf Dewulf, Ghent University

• Heleen Bourdeaud'hui, Ghent University

• Koen Aesaert, Ghent University

• Johan Van Braak, Ghent University