University of Johannesburg
aim article exploit unusual occurrence whereby large group south african grade 3 students tested twice 1 month apart test different languages using simplified differenceindifference methodology becomes possible identify causal impact writing test english english students home language 3402 students article aims address extent language factors relative non language factors explain high levels underperformance reading mathematics south africa find language assessment effect 03 07 standard deviations literacy 0 03 standard deviations numeracy approximately 12 years worth learning literacy 01 year worth learning numeracy contrast size composite effect home background school quality roughly 4 years worth learning numeracy 12 standard deviations literacy 115 standard deviations results clearly show language effect seen within broader context generally dysfunctional schooling system stress importance quality instruction language learning assessment fact literacy numeracy achievement south african children low grade 3 prior language switch english grade 4 give pause argue language important factor determining achievement lack thereof south africa