Non-Native Speakers of English in the Classroom: What are the Effects on Pupil Performance?
By Charlotte Geay, S. Mcnally, Shqiponja Telhaj. Social Science Research Network, 2012
148 citations recorded by the source corpus.
In recent years there has been an increase in the number of children going to school in England who do not speak English as a first language. We investigate whether this has an impact on the educational outcomes of native English speakers at the end of primary school. We show that the negative correlation observed in the raw data is mainly an artefact of selection: non-native speakers are more likely to attend school with disadvantaged native speakers. We attempt to identify a causal impact of changes in the percentage of non-native speakers within the year group. In general, our results suggest zero effect and rule out negative effects.
View Paper: https://www.semanticscholar.org/paper/4e82850efe067e6ac5c4e05c84e7aee681cc3b3b
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Citations in the corpus
- Brexit and the Impact of Immigration on the UK (2016, background): “Geay et al (2013) find no effect of immigration on aspects of educational attainment and actually some positive effect from Polish children on UK-born pupils.”
- The Impact of Immigration on the Educational Attainment of Natives (2017, unknown): “7 Brunello and Rocco (2011), Geay et al. (2012), Gould et al. (2009), Jensen and Rasmussen (2011), Ohinata and van Ours (2011). 8 Card (2009) and Ottaviano and Peri (2012) believe the wage declines to be small. Borjas, Grogger and Hanson (2011) disagree.”