Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
Yeung, Alexander See. (2012). Self-concepts of English-speaking and non-English-speaking students in an English-speaking country. In In A. S. Yeung, E. L. Brown and C. Fong King Lee (Ed.). Communication and language: Surmounting barriers to cross-cultural understanding, educational equity, and social justice pp. 343 - 393 Information Age Publishing Inc.
|Authors||Yeung, Alexander See|
|Editors||A. S. Yeung, E. L. Brown and C. Fong King Lee|
Self-concept is known to have significant influence on academic achievement. Students with a higher English self-concept are more likely to perform better in English and other areas of learning. This chapter examines the academic self-concepts of primary and secondary students in Sydney, Australia. The sample came from schools in western Sydney, one of the most disadvantaged localities in Australia. Results showed: (1) a strong positive correlation between English and general school self-concepts that was generalized to three ethnic groups; (2) non-English-speaking background (NESB) students had lower English self-concept, but not lower math self-concept, than indigenous and non-indigenous English-speaking students; and (3) indigenous Australian students' English self-concept was lower than non-indigenous students in the socioeconomically disadvantaged locality of western Sydney. Considering the influence of language on academic performance, there is a need to devise measures to enhance the English self-concepts of disadvantaged students so as to maximize their educational educational potentials. It is not only an issue of equity and social justice, but also a pragmatic issue of minimizing the social burden of supporting the disadvantaged in unnecessarily prolonged education pursuits.
|Page range||343 - 393|
|Book title||Communication and language: Surmounting barriers to cross-cultural understanding, educational equity, and social justice|
|Publisher||Information Age Publishing Inc|
|Place of publication||United States of America|
|Research Group||Institute for Positive Psychology and Education|
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