Students who self-identify as multilingual perform better in exams


Date:
November 11, 2021
Source:
University of Cambridge
Summary:
Young people who consider themselves 'multilingual' tend to perform
better across a wide range of subjects at school, regardless of
whether they are actually fluent in another language, new research
suggests. The study of more than 800 pupils in England found a
measurable, positive relationship between their personal connection
with other languages, and their GCSE exam results in both modern
language and non-language subjects. This applied whether or not
they actually spoke a second language fluently.



FULL STORY ========================================================================== Young people who consider themselves 'multilingual' tend to perform
better across a wide range of subjects at school, regardless of whether
they are actually fluent in another language, new research shows.


==========================================================================
The study, of more than 800 pupils in England, found a positive
relationship between GCSE scores and 'multilingual identity': a reference
to whether pupils felt a personal connection with other languages through knowledge and use.

Those who self-identified as multilingual typically outperformed their
peers not just in subjects such as French and Spanish, but in non-language subjects including maths, geography and science. This applied whether
or not they actually spoke a second language fluently.

Perhaps surprisingly, however, not all pupils who were officially
described by their schools as having 'English as a Second Language' (EAL) thought of themselves as multilingual, even though the term is used by
schools and Government as a proxy for multilingualism. Correspondingly,
these pupils did not necessarily perform better (or worse) as a group
at GCSE than their non-EAL peers.

The results indicate that encouraging pupils to identify with languages
and to value different styles of communication could help them to develop
a mindset that supports academic progress overall.

Other recent research has argued for broadening the scope of language
lessons so that, as well as studying vocabulary and grammar, pupils
explore the importance of languages and their significance for their own
lives. This new study was the first, however, to examine the relationship between multilingual identity and attainment. It was led by academics
at the University of Cambridge and the findings are published in the
Journal of Language, Identity and Education.

Dr Dee Rutgers, a Research Associate at the Faculty of Education,
University of Cambridge, said: "The evidence suggests that the
more multilingual you consider yourself to be, the higher your GCSE
scores. While we need to understand more about why that relationship
exists, it may be that children who see themselves as multilingual
have a sort of 'growth mindset' which impacts on wider attainment."
Dr Linda Fisher, Reader in Languages Education at the University of
Cambridge, said: "There could be a strong case for helping children
who think that they can't 'do' languages to recognise that we all use
a range of communication tools, and that learning a language is simply
adding to that range. This may influence attitude and self-belief,
which is directly relevant to learning at school. In other words, what
you think you are may be more important than what others say you are."


==========================================================================
The study's authors argue that being multilingual means far more than
the official EAL definition of being 'exposed to a language at home that
is known or believed to be other than English'. They suggest that even
young people who see themselves as monolingual possess a 'repertoire'
of communication. For example, they may use different dialects, pick up
words and phrases on holiday, know sign language, or understand other
types of 'language' such as computer code.

The study involved 818 Year-11 pupils at five secondary schools in South
East England. As well as establishing whether pupils were officially
registered as EAL or non-EAL, the researchers asked each pupil if they personally identified as such. Separately, each pupil was asked to
plot where they saw themselves on a 0-100 scale, where 0 represented 'monolingual' and 100 'multilingual'. This data was compared with their
GCSE results in nine subjects.

Students who spoke a second language at home did not always personally
identify either as EAL or multilingual. Conversely, pupils who saw
themselves as multilingual were not always those earmarked by the school
as having English as an additional language.

"The fact that these terms didn't correlate more closely is surprising considering that they are all supposedly measuring the same thing,"
Rutgers said. "Just having experience of other languages clearly
doesn't necessarily translate into a multilingual identity because the experience may not be valued by the student." School-reported EAL status
had no impact on GCSE results, although pupils who self-identified as
EAL generally did better than their peers in modern languages. Those
who considered themselves 'multilingual' on the 0-100 scale, however,
performed better academically across the board.



==========================================================================
The strength of this relationship varied between subjects and was, again, particularly pronounced in modern languages. In all nine GCSE subjects assessed, however, each point increase on the monolingual-to-multilingual
scale was associated with a fractional rise in pupils' exam scores.

For example: a one-point increase was found to correspond to 0.012
of a grade in Science, and 0.011 of a grade in Geography. Students
who consider themselves very multilingual would, by this measure,
typically score a full grade higher than those who consider themselves monolingual. Positively identifying as multilingual could often therefore
be enough to push students who would otherwise fall slightly short of
a certain grade up to the next level.

The findings appear to indicate that the positive mentality and
self-belief which typically develops among pupils with a multilingual
identity has spill- over benefits for their wider education. The authors
add that this could be cultivated in languages classrooms: for example,
by exposing young people to learning programmes that explore different
types of language and dialect, or encouraging them to think about how
languages shape their lives both inside and outside school.

"Too often we think about other languages as something that
we don't need to know, or as difficult to learn," Fisher
said. "These findings suggest that if pupils were encouraged to
see themselves as active and capable language learners, it could
have a really positive impact on their wider progress at school." ========================================================================== Story Source: Materials provided by University_of_Cambridge. The original
text of this story is licensed under a Creative_Commons_License. Note:
Content may be edited for style and length.


========================================================================== Journal Reference:
1. Dieuwerke Rutgers, Michael Evans, Linda Fisher, Karen Forbes, Angela
Gayton, Yongcan Liu. Multilingualism, Multilingual Identity
and Academic Attainment: Evidence from Secondary Schools in
England. Journal of Language, Identity & Education, 2021; 1 DOI:
10.1080/ 15348458.2021.1986397 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2021/11/211111080343.htm

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