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In brief: Language barriers? The impact of non-native English speakers in the classroom

Author

Listed:
  • Charlotte Geay
  • Sandra McNally
  • Shqiponja Telhaj
Abstract
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.

Suggested Citation

  • Charlotte Geay & Sandra McNally & Shqiponja Telhaj, 2012. "In brief: Language barriers? The impact of non-native English speakers in the classroom," CentrePiece - The magazine for economic performance 368, Centre for Economic Performance, LSE.
    • Handle: RePEc:cep:cepcnp:368
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    File URL: https://cep.lse.ac.uk/pubs/download/cp368.pdf
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    Keywords

    primary school education; UK; educational attainment; curriculum; immigration; language;
    All these keywords.

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