Interplay among Language and Home Variables in Lebanese Students' Science TIMSS Performance: A Linguistic and Economic Capital Perspective.
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| Title: | Interplay among Language and Home Variables in Lebanese Students' Science TIMSS Performance: A Linguistic and Economic Capital Perspective. |
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| Authors: | Salloum, Sara1 (AUTHOR) salloum@ohio.edu, Younes, Rayya2 (AUTHOR), Antoun, Maya3 (AUTHOR) |
| Source: | Research in Science Education. Jun2025, Vol. 55 Issue 3, p687-708. 22p. |
| Subject Terms: | *Multilingual education, *Science education, *Science teachers, Universal language, Linguistics |
| Abstract: | In Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon's colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one's own raises concerns around economically-marginalized students' opportunities for quality science education and their development of science understandings and discourse. Bourdieu's lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners' science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents' education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents' education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners' equitable participation and opportunities in the science classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185238095 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interplay among Language and Home Variables in Lebanese Students' Science TIMSS Performance: A Linguistic and Economic Capital Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salloum%2C+Sara%22">Salloum, Sara</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> salloum@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Younes%2C+Rayya%22">Younes, Rayya</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Antoun%2C+Maya%22">Antoun, Maya</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Jun2025, Vol. 55 Issue 3, p687-708. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Universal+language%22">Universal language</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon's colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one's own raises concerns around economically-marginalized students' opportunities for quality science education and their development of science understandings and discourse. Bourdieu's lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners' science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents' education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents' education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners' equitable participation and opportunities in the science classroom. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185238095 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-024-10212-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 687 Subjects: – SubjectFull: Multilingual education Type: general – SubjectFull: Science education Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Universal language Type: general – SubjectFull: Linguistics Type: general Titles: – TitleFull: Interplay among Language and Home Variables in Lebanese Students' Science TIMSS Performance: A Linguistic and Economic Capital Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salloum, Sara – PersonEntity: Name: NameFull: Younes, Rayya – PersonEntity: Name: NameFull: Antoun, Maya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: Research in Science Education Type: main |
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