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Writing Performance, Practices and Locus of Control of the Five Linguistic Groups in Canada
Department Foundations and Practices in Education, Laval University, Quebec, Canada
Department of Studies on Teaching and Learning, Laval University, Quebec, Canada
Sector of Education, Kinesiology and Recreation,Moncton University,Edmundston, Canada
- 1 Department Foundations and Practices in Education, Laval University, Quebec, Canada
- 2 Department of Studies on Teaching and Learning, Laval University, Quebec, Canada
- 3 Sector of Education, Kinesiology and Recreation,Moncton University,Edmundston, Canada
Creative Education·Volume 03 (2012)·Pages 1384–1389·Published 14 December 2012·DOI10.4236/ce.2012.38202
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Abstract
A study with students from the five linguistic groups in Canada were shown to not succeed at the same level. Francophone students performed better, followed by multilingual, anglophone, allophone, and aboriginal students. Allophones tended to use a more internal locus of control. Students who spoke a Native language were shown to spend the least amount of time writing on the Internet compared to the multilingual and anglophone students who spent the most amount of time, and allophones spent the most time outside of class hours working on homework unrelated to writing and doing activities associated with learning to write.
KeywordsLinguistic GroupWritingAcademic AchievementLocus of ControlImmigrants
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