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

• DOI: 10.5287/ora-zvr4npx8n
• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: Glasgow; school performance; destinations of school leavers; school effects; NEET; multinomial regression; EAL; peer effects; English as an additional language (EAL); mainstreaming; educational inequality; English language proficiency; ethnicity; Scottish education; educational attainment; secondary school education; school diversity; school effectiveness; fixed effects regression; post-secondary school transitions; EAL policy; language proficiency; multilevel difference-in-differences regression; social inequality; multilevel regression; migrant integration
• Subjects: Schools; Educational attainment; Ethnicity; Mainstreaming in education; Social policy; Language; Social justice and education; School-to-work transition; Social integration; Immigrant students; Equality