ESRC Understanding Population Trends and Processes (UPTAP)

Population, Language, Ethnicity and Socio-Economic Aspects of Education

Grant No. RES-163-27-0024

1 October 2008 to 30 September 2009

Dick Wiggins, Institute of Education, University of London

Ruth Lupton, The London School of Economics and Political Science

Michelle von Ahn (User Fellow), London Borough of  Newham

Abstract

Until very recently there has been no consistent source of data about the languages spoken by children in English schools. In 2007 a ‘model’ language question was inserted into the Annual School Census (ASC), but completion was only voluntary. The following year, 2008 represents the first year in which data is available for all schools. 

Speaking a language other than English is variously seen as an asset or liability in education, an economic opportunity or major economic cost, an expression of multiculturalism or a threat to community cohesion. Various interventions have been directed at schools and other services to meet the needs of speakers of different languages. However, while there is abundant evidence of differences in educational achievement associated with ethnicity and socio-economic group, hard evidence on the extent or impact of linguistic diversity is scarce. So too is any understanding of the interactions between language, ethnicity and social class, and the relative importance of these factors for education and other outcomes such as health and economic well being.

The main aim of the fellowship is to develop protocols and methods for matching the new ASC data on languages with other administrative datasets, specifically GP registers Local Land and Property Gazetters in order to:

·        estimate the total populations speaking different languages within and across administrative boundaries

·        examine the convergence or divergence of ethnic and linguistic groups and their socio-economic characteristics (thus giving a richer understanding of population diversity and its implications for service planning)

·        investigate whether the addition of language as an indicator has the potential to significantly enhance our understanding of the relationship between socio-economic factors, ethnicity and education.