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Urban Multilingualism and Educational Achievement: Identifying and Implementing Evidence-Based Strategies for School Improvement

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The Multilingual Edge of Education

Abstract

In this chapter, I analyze patterns of school achievement among students of immigrant background and suggest evidence-based directions for increasing students’ educational success. Although each social context is unique, some generalizations regarding patterns of achievement and causes of underachievement can be made based on the research evidence. Identification of causal factors, in turn, enables us to highlight instructional interventions that respond to these causal factors.

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Authors and Affiliations

  1. The University of Toronto, Toronto, Canada

    Jim Cummins

Authors
  1. Jim Cummins
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Editor information

Editors and Affiliations

  1. Ghent University, Gent, Belgium

    Piet Van Avermaet

  2. Ghent University, Gent, Belgium

    Stef Slembrouck

  3. Michigan State University, East Lansing, MI, USA

    Koen Van Gorp

  4. Ghent University, Gent, Belgium

    Sven Sierens

  5. Ghent University, Gent, Belgium

    Katrijn Maryns

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Cummins, J. (2018). Urban Multilingualism and Educational Achievement: Identifying and Implementing Evidence-Based Strategies for School Improvement. In: Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., Maryns, K. (eds) The Multilingual Edge of Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54856-6_4

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  • DOI: https://doi.org/10.1057/978-1-137-54856-6_4

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-54855-9

  • Online ISBN: 978-1-137-54856-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

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