Ключевые слова
Аннотация
This article talks about how a student’s socioeconomic background affects their success in learning English, especially for learners at the B1–B2 levels. It looks at important factors such as family income, parents’ education, access to learning resources, and the quality of schools. Students from wealthy families often have more support, better learning tools, and more chances to use English. On the other hand, students from low-income families often have fewer opportunities, which make learning harder for them. The article also shares useful teaching ideas and gives suggestions for schools and education leaders to help make English learning more equal and fair. It explains that giving all students the same chances to learn English can help reduce social inequality and improve their future success.
Библиографические ссылки
Caro, D. H., Cortés, D., & Eccles, J. S. (2009). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 79(4), 1139–1166.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Gorski, P. C. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Press.
McKay, S. L. (2003). The cultural basis of teaching English as an international language. ELT Journal, 57(2), 139–148.