Linguistic inequity : a policy study from international, local, and school perspectives

The academic achievements of students from disadvantaged backgrounds, including those from low socioeconomic status and cultural minorities, have become a primary concern for policymakers and educational strategists globally. This issue has gained prominence due to the growing diversity within educational systems, which can be attributed to the influx of immigrants from various ethnic, cultural, and linguistic backgrounds. Consequently, a significant disparity in academic performance has been observed between disadvantaged students and their more privileged peers (Chmielewski, 2019; McAuliffe & Triandafyllidou, 2021). Numerous studies have highlighted the potential benefits of allocating resources to improve educational infrastructure for disadvantaged populations (Baker et al., 2023; Garcia and Heckman, 2020; Heckman et al., 2018; Jackson & Persico, 2023). Despite these findings, a global trend of increasing inequity and widening academic gaps persists, with Israel experiencing a particularly pronounced manifestation of this issue (OECD, 2019; 2024; RAMA, 2023). The persistent linguistic inequity and its impact on the academic success of disadvantaged students necessitate a comprehensive approach from policymakers and educational strategists. By addressing the root causes of this disparity and implementing targeted interventions, it may be possible to bridge the academic gap and ensure more equitable educational outcomes for all students, regardless of their socioeconomic or cultural background. Considering the context outlined above, this doctoral dissertation seeks to investigate linguistic inequity, as evidenced by the academic disparities between disadvantaged students and their more privileged peers. The research employs a spiral framework that encompasses three distinct levels of analysis: Global (international), local (national)-Israeli, and individual student perspectives. The primary objective is to develop effective models for mitigating this inequity. The three studies presented in this dissertation are interwoven around a single connecting thread, while each study represents a unique perspective. The insights gained from one study are utilized to inform the design and development of the subsequent study, creating a cohesive and progressive research narrative.