Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective

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.