The effects of language proficiency and related policy on student outcomes for non-native English speakers: a case study of Glasgow secondary schools

Thesis

Lack of English language proficiency impedes access to the curriculum in UK schools. The objective of this thesis is to determine (a) the nature of the association between English language proficiency and educational outcomes, (b) its implications for policy (c) and the impact on students’ life chances. Improved outcomes follow improved proficiency, to the extent that some English as additional language (EAL) students are among the top performers. However, the point where EAL shifts fro...

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Authors: Dillon, S

• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: ethnicity; educational inequality; mainstreaming; destinations of school leavers; school effects; multilevel difference-in-differences regression; English language proficiency; NEET; EAL policy; language proficiency; Glasgow; English as an additional language (EAL); post-secondary school transitions; peer effects; educational attainment; migrant integration; school performance; secondary school education; multinomial regression; fixed effects regression; Scottish education; social inequality; EAL; school diversity; school effectiveness; multilevel regression
• Subjects: Educational attainment; Ethnicity; Mainstreaming in education; Social justice and education; School-to-work transition; Immigrant students; Social policy; Schools; Language; Equality; Social integration