Multilingual Students and the Importance of Quality Teaching

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: The Intersection Between Quality Content Teaching and Language (Table 9)

Abstract

Using PISA 2018 data, we investigated how students’ perceptions of their teachers’ pedagogical and reading instruction practices were related to multilingual students’ achievement in reading scores across 80 countries. We analyzed data related to teacher’s stimulation of reading engagegment perceived by student, teacher support in test language lessons, and perceived feedback. We found that teachers’ stimulation of reading engagement was more positively associated with students’ literacy scores than the other practices, but none of these three teaching practices was more strongly related to the literacy scores of multilingual students. We conclude that students’ perceptions of teacher’s stimulation of reading enagagement are an important predictor of literacy scores and they are equally important for all students regardless of their language background.

Authors

• Jenni Alisaari, University of Turku
  Presenting Author

• Elina Kilpi-Jakonen
  Non-Presenting Author