2. Effect of economic, social and cultural status of students on English language learning and territorial differences

The interconnection between socioeconomic-cultural status and academic achievement represents a globally debated research theme. In the context of Italy, this relationship is notably influenced by the regional disparities between the North and the South. With the advent of INVALSI data from the 2017/18 academic year, it has become possible to explore these differences in the realm of English language proficiency as well, considering English's status as the most widely spoken foreign language globally. The critical nature of this investigation stems from the need to identify factors that either facilitate or impede the learning of English. This study aims to assess the impact of socioeconomic-cultural status (ESCS) on English language skills across five major Italian regions: northwest, northeast, center, south, and the islands. Additionally, the study examines how this relationship is potentially modulated by gender and immigration status. The analysis focuses on the results from the INVALSI English assessments (covering reading and listening skills) conducted in the 2018/19 academic year for eighth-grade students in lower secondary schools. Both descriptive statistical analyses, comparing English test scores, and inferential analyses, employing regression models, were utilized. The findings reveal that the influence of ESCS on English language proficiency varies with the test type (reading vs. listening) and region. Moreover, factors such as ESCS, gender, and immigration status were found to significantly affect performance. The outcomes underscore the complexity of the linkage between socioeconomic-cultural status and English language competence, highlighting the need for strategies aimed at mitigating educational disparities in this domain. The interconnection between socioeconomic-cultural status and academic achievement represents a globally debated research theme. In the context of Italy, this relationship is notably influenced by the regional disparities between the North and the South. With the advent of INVALSI data from the 2017/18 academic year, it has become possible to explore these differences in the realm of English language proficiency as well, considering English's status as the most widely spoken foreign language globally. The critical nature of this investigation stems from the need to identify factors that either facilitate or impede the learning of English. This study aims to assess the impact of socioeconomic-cultural status (ESCS) on English language skills across five major Italian regions: northwest, northeast, center, south, and the islands. Additionally, the study examines how this relationship is potentially modulated by gender and immigration status. The analysis focuses on the results from the INVALSI English assessments (covering reading and listening skills) conducted in the 2018/19 academic year for eighth-grade students in lower secondary schools. Both descriptive statistical analyses, comparing English test scores, and inferential analyses, employing regression models, were utilized. The findings reveal that the influence of ESCS on English language proficiency varies with the test type (reading vs. listening) and region. Moreover, factors such as ESCS, gender, and immigration status were found to significantly affect performance. The outcomes underscore the complexity of the linkage between socioeconomic-cultural status and English language competence, highlighting the need for strategies aimed at mitigating educational disparities in this domain.