Sociolinguistic Minorities and Scholastic Difficulties in France
Bibliographic Data
| ID | 9773296 |
|---|---|
| Authors | Geneviève Vermès (corresponding author), Michèle Kastenbaum |
| Year | 1992 |
| Volume | 520 |
| Issue | 1 |
| Pages | 163-173 |
| Publication date | 1992-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0002716292520001017 |
| OpenAlex | W2137331922 |
| Language | EN |
| References cited | 4 |
In France, 6-17 percent of the adult population can be categorized as functionally illiterate. Most of the illiterate population comprises young adults of immigrant origin from sociolinguistic minorities and has at least six years of schooling in French. Efforts have been made to reduce functional illiteracy, in particular through native-language (NL) courses given in the schools or in community associations. The study described here reports on possible links between these NL courses and students' attitudes toward academic achievement, scholastic activities, and classroom adjustment. The focus is on Arabic NL students. These students evaluated themselves more negatively regarding scholastic achievement than did the rest of the sample; however, they expressed more interest in scholastic activities than the others. However, no differences were observed between students enrolled in Arabic NL courses and those who were not. The discussion centers on a comparison with Portuguese NL pupils, where a difference was observed between pupils enrolled in NL courses and pupils not enrolled in them
Academic achievement · Arabic · Developmental psychology · Functional illiteracy · Geography · Immigration · Linguistics · Mathematics education · Population · Portuguese · Sociology · Demography · EFL/ESL Teaching and Learning · French Language Learning Methods · Multilingual Education and Policy · Psychology
| Highly cited | No |
|---|