2026/01/24 by Michael Zaslavsky, Emanuele Fedeli, Moris Triventi · 1 voice
Social Sciences · Arts and Humanities · #Multilingual Education and Policy #School Choice and Performance #EFL/ESL Teaching and Learning
paper · pdf · doi:10.1007/s12134-025-01345-y
openalex publication_date 2026/01/24 · openalex created_date 2026/01/25 · openalex updated_date 2026/07/29
Abstract Using novel population data, this article examines the effect of classroom-level linguistic diversity on the English reading and listening scores of fifth-grade students in Italy. Previous European studies have primarily focused on the influence of classroom ethnic composition on mathematics and native language scores, often overlooking second-language outcomes and relying on complex variables such as ethnic diversity. We address this gap by investigating English score outcomes in a non-Anglophone context. Our study focuses on classroom linguistic environments, employing a linguistic diversity index that distinguishes between speakers of different languages. Although the effects are minimal on a practical level, we find that greater classroom linguistic diversity has a positive impact on the English scores of Italian-born students. These findings highlight the importance of considering linguistic diversity in education and offer a more nuanced perspective on optimal classroom composition in countries with significant migrant populations.