Immigrant peers and English language skills
利用挪威所有学生从小学开始用英语教学和评估的背景，研究接触英语流利的移民同伴对挪威儿童英语技能的影响，发现这种接触能提升英语技能，且仅对同性别和英语基础较好的儿童有效。
Abstract Does the exposure of children to immigrant peers with proficient language skills increase foreign language acquisition? We examine this in the context of Norway, where all students are taught and assessed in English from the beginning of compulsory school. We use this, combined with recent increases in immigration, to investigate the effect of exposure to English-speaking peers on the English language skills of Norwegian children. Exposure increases these skills, has no effect on other educational attainment, and does not appear to reflect general peer quality effects or other confounding factors. The effects are evident only within same-gender peers and for children with initially above-average English proficiency. This suggests important roles for social interaction and baseline language competencies.