Does Multilingualism Lift All Boats? Literacy Trajectories in Ontario Schools

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session II

Abstract

Previous research suggests that multilingual (ML) students’ literacy achievement may vary across contexts. We examine such variation in Ontario, Canada, by modelling the literacy trajectories of ML and non-ML learners and contextual effects of the proportion of ML learners within boards. Data were drawn from a province-wide database with measures of kindergarten school readiness, literacy across G3-G10, and various individual-, neighborhood-, and board-level covariates for 84,372 students. Growth curves conducted using cross-classified multilevel models reveal ML students catch up to and surpass non-ML peers, and that boards with greater shares of ML learners have stronger literacy outcomes at all time points, for both ML and non-ML students (after controls). Results reflect both developmental and contextual factors that facilitate literacy development.

Authors

• Jeanne Sinclair, Memorial University of Newfoundland

• Scott Davies, University of Toronto - OISE

• Paul Lefebvre, McMaster University

• Hyunah Kim, Education Quality and Accountability Office

• Ling Li, University of Prince Edward Island

• Magdalena Janus, McMaster University