Raising Achievement of Ethnic Minority Children
RAISING ACHIEVEMENT OF ETHNIC MINORITY PUPILS
ABSTRACT
This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as… Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school.
INTRODUCTION
It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said “a person’s education is closed linked to their life chances, income and wellbeing” it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions.
Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the 'problem' of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385
Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be “raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic
ABSTRACT
This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as… Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school.
INTRODUCTION
It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said “a person’s education is closed linked to their life chances, income and wellbeing” it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions.
Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the 'problem' of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385
Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be “raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic