This paper examines the association between how distant the language spoken by non-native-speaking immigrant students is with respect to the language of instruction and their outcomes using data on 15-year-old students participating in the Programme for International Student Assessment (N = 21,618). Linguistic distance is associated with achievement in reading, mathematics and science but not with sense of belonging to the school community. The negative association between linguistic distance and academic achievement is stronger among students who arrived in their country of destination at or after the age of 12, those with a more advantaged socio-economic background and those who attend school in education systems that select students into different tracks at an early age.

本文探讨之间如何相距使用的语言非母语的移民学生相对于教学语言和使用上参与国际学生评估15岁的学生数据（其成果的关联ñ  = 21,618）。语言距离与阅读，数学和科学成就相关，但与学校社区归属感无关。在12岁或之后到达目的地国家的学生中，语言距离与学业成绩之间的负相关性更强，社会经济背景更为优越的学生以及在教育系统中选择将学生选择为不同学生的学生在很小的时候就跟踪。