Writing Performance, Practices and Locus of Control of the Five Linguistic Groups in Canada

Yamina Bouchamma¹, Catherine Ruel², Marc Basque³

¹Department Foundations and Practices in Education, Laval University, Quebec, Canada.
²Department of Studies on Teaching and Learning, Laval University, Quebec, Canada.
³Sector of Education, Kinesiology and Recreation,Moncton University,Edmundston, Canada.

DOI: 10.4236/ce.2012.38202                

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.

Keywords

Linguistic Group; Writing; Academic Achievement; Locus of Control; Immigrants

Conflicts of Interest

The authors declare no conflicts of interest.

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