De keuze voor tweetalig onderwijs | Amsterdam University Press Journals Online
Volume 89, Issue 3
  • ISSN: 0025-9454
  • E-ISSN: 1876-2816


Choice for bilingual education: the role of social background

In the Netherlands, bilingual tracks in higher secondary education (TTO) are growing. Based on the literature on primary and secondary effects of social background and given the presumed advantages of these bilingual tracks, we expected that children from higher social backgrounds more often choose TTO than children from lower social backgrounds. Results based on data from 498 first and second grade pupils in six schools who offer both TTO and regular pre-university education confirmed this expectation. Parental cultural and social resources could not explain the relationship between social background and the choice for TTO. Children with parents who more use English at home or who are more involved in school do not follow TTO more often. Parental reading behaviour is however related to the choice for TTO: children from higher social backgrounds whose parents read a lot in Dutch more often follow TTO, whereas children from lower social backgrounds whose parents read a lot in Dutch more often follow regular pre-university education.


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