BILINGUALISM AND ITS EFFECT ON ACADEMIC ACHIEVEMENT: A COMPARATIVE CASE STUDY OF HIGH SCHOOL BILINGUAL STUDENTS VERSUS MONOLINGUAL STUDENTS IN URBAN PUBLIC SCHOOLS

Abstract

In this study, the researcher has focused on a comparative case analysis of high school students, focusing on  academic performance and achievement of monolingual students versus the bilingual students in urban public schools. The research employs a mixed method approach involving both the qualitative as well as quantitative analysis to explore the multifaceted relationship between Bilingualism and academic performance. The qualitative data has been analysed  through thematic analysis using the lens of Cummin’s Linguistic Interdependence Theory whereas the quantitative data has been analysed through descriptive statistics and interpreted accordingly. The sample includes 24 students from 4 different urban public schools with 6 students from each schools. Out of  six students from each school 3 were monolingual. The thematic analysis and descriptive statistics that were used to analyze the data provide valuable insights into the study.