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Since the nineties, publications that deal with the relation-ships between immigration, proficiency in the language of instruction and academic performance of children of im-migrants have multiplied in Spain. The majority defend the linguistic disadvantage hypothesis when explaining the poorer performance of these students. This paper reviews this literature within the Spanish context in order to assess its contributions, limitations and gaps. Despite the advanc-es, it is concluded that the absence of research that si-multaneously measures the proficiency in the language of instruction and the academic performance precludes rigor-ous empirical knowledge of such relationship and, hence, the contrast of the aforementioned hypothesis. The size of both the samples and the subsamples of the national origin groups, as well as a proper control for certain relevant vari-ables, are pointed out as other research challenges.
Álvarez-Sotomayor, A., & Martínez-Cousinou, G. (2020). Immigration, language and academic achievement in spain. a systematic review. Revista Internacional de Sociologia. CSIC Consejo Superior de Investigaciones Cientificas. https://doi.org/10.3989/RIS.2020.78.3.19.083