"Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth" by Melissa Alleyne

Article

Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth

Research in Comparative and International Education (2022)

Melissa Alleyne, University of the West Indies Cave Hill Campus
S. Joel Warrican, University of the West Indies Cave Hill Campus
Patriann Smith, University of South Florida
Rahat Zaidi, University of Calgary
Tala Karkar Esperat, Eastern New Mexico University
Yi-Hsin Chen, University of South Florida
Yue Yin, University of South Florida

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Abstract

The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy, where Canada is generally perceived to be a country with language policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms. In contrast, the United States has consistently espoused the notion that one is “American first” and one’s cultural identity follows behind. It is within this context that the following study examines the difference in reading literacy performance between youth in the U.S. who self-identify as native English speakers and those who self-identify as non-native English speakers on the PISA assessment. The study also explores the difference in reading literacy performance among Canadian youth who self-identify as native English speakers, those who self-identify as native French speakers, and those who self-identify as neither native English nor native French speakers on PISA. Implications for policy, practice and society are discussed.

Keywords

assessment,
multilingualism,
language,
literacy,
language policy,
PISA,
United States,
Canada

Disciplines

Education

Publication Date

2022

DOI

https://doi.org/https://doi.org/10.1177_17454999211057449

Citation Information

Melissa Alleyne, S. Joel Warrican, Patriann Smith, Rahat Zaidi, et al.. "Cultural Alloys and Heterogeneous Mixes: Contextualized and Comparative Language Differences in Literacy Assessment of U.S. and Canadian Youth" Research in Comparative and International Education Vol. 17 Iss. 1 (2022) p. 3 - 28
Available at: http://works.bepress.com/patriann-smith/93/