May 2017: Reading performance in post-colonial contexts and the effect of instruction in a second language

Howie, Sarah J. Chamberlain, Megan
IEA (2017)
Do language policies, past and present, help explain achievement differences? Evidence from PIRLS post-colonial countries supports the need to understand and improve language policies. In an increasingly diverse world, where significant migration is becoming the norm, countries are considering a greater range of language-in-education models, varying from full immersion to increasing degrees of additive bilingualism. Independent international studies, like IEA's PIRLS, provide valuable evidence to help support national policymaking.