Michelle vonAhn, Ruth Lupton and Dick Wiggins

1. Population, language, ethnicity and socio-economic aspects of education Michelle vonAhn, Ruth Lupton and Dick Wiggins

2. School pupils with a first language other than English (Jan 2009)

3. A big issue in London

4. Who is interested? Businesses Have we got the language skills to talk to the rest of the world, and where are they? Public services Are there people who need translation or language classes – where are they? How we can we find employees who speak the languages we need? Government Does language diversity help or hinder community cohesion? Olympic organisers! Schools Is a different first language an asset or a liability? Little evidence, tendency to treat all ‘bi-linguals’ the same

5. And beyond language… Can knowing about language tell us more about people’s migration history and social and economic status than the crude ethnic categories we have available?

6. Aims of the fellowship Analyse and map distribution of language across London What issues does this raise? Analyse the relationship between language, ethnicity and socio-economic indicators Conduct some preliminary analysis between language and attainment Provide guidance and training on the ways language data may be used with other data to answer social and educational research questions

7. Updating Multilingual Capital Published in 2000, using pupil data from 1999 to identify and map languages in London

8. Pupil data But data collection variability makes comparison difficult…

9. Data ambiguity

10. Data variability

11. Data inconsistency Some languages have variants, which are not consistently used within a local authority or across London, e.g.

12. Language classification

13. Geography • Comparative counts not possible with boroughs due to differences in size • Wards and postcodes also differ in population size • Percentage comparisons are problematic due to data capture variability • New statistical geographies - Super Output Areas

14. LSOA map

15. MSOA map

16. And now… t he maps….

17. English and Believed to be English

18. English and Believed to be English

19. Languages with 5000+ pupils

20. South Asian languages

21. Patterns of clustering and dispersal

22. Bengali London = 46,681

23. Urdu London = 29,354

24. Panjabi London = 20,998 London = 20,998

25. Gujarati London = 19,572

26. Tamil London = 16,386

27. Persian/Farsi London = 6,959

28. Chinese London = 5,905

29. Migration patterns over time Annual data could show change (if data is collected in a robust way) Established communities Recent arrivals Magnet communities

30. Somali London = 27,126

31. Somali numbers have increased, but their distribution has also become more dispersed

32. Turkish London = 16,778

33. Greek London = 3,336

34. Polish London = 11,035

35. Lithuanian London = 2,974

36. Language is not always enough French speakers 17% White 57% Black 26% Other Arabic speakers 57% Other 15% Black 10% Mixed 9% White 8% Asian

37. French by ethnic group London = 13,020

38. French has an east-west distribution by ethnic group

39. Portuguese by ethnic group London = 11,915

40. Portuguese also has a different geographic distribution for Black and White ethnic groups.

41. Spanish by ethnic group London = 8,647

42. White Spanish speakers are likely to be from Europe, while Other Spanish are probably from Central and Latin America

43. Proof of concept study: first stage How are ethnicity and language related? Can we create useful ethnicity/language categories? How is language related to attainment? Does ethnicity/ language tell us more than ethnicity on its own?

44. Average points at Key Stage 2 by Ethnic Group (London 2008)

45. Linguistic Breakdown for Selected Lower Attaining Groups Bangladeshi Black ‘other’

46. Linguistic Breakdown for Selected Lower Attaining Groups Black African White ‘other’

47. Diversity in the ‘Black African’ group • Higher attaining Lower attaining

48. Yoruba London = 13,961

49. Igbo London = 2,837

50. Akan/Twi/Fante London = 8,117