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Direct linkCoyle, Yvette; Reverte Prieto, Maria José – Language Learning & Technology, 2017
This is an empirical study in which we explore child foreign language learners' interactional strategy use, uptake, and lexical acquisition in synchronous computer-mediated communication (SCMC). The study was carried out with 16 10-year-old Spanish English as a foreign language learners paired with age- and proficiency-matched English native…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Second Language Learning
Haag, Nicole; Heppt, Birgit; Roppelt, Alexander; Stanat, Petra – European Journal of Psychology of Education, 2015
In large-scale assessment studies, language minority students typically obtain lower test scores in mathematics than native speakers. Although this performance difference was related to the linguistic complexity of test items in some studies, other studies did not find linguistically demanding math items to be disproportionally more difficult for…
Descriptors: Foreign Countries, Language Minorities, Native Speakers, Monolingualism
Li, Miao; Kirby, John R.; Cheng, Liying; Wade-Woolley, Lesly; Qiang, Haiyan – Reading Psychology, 2012
This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was…
Descriptors: Reading Achievement, Phonological Awareness, Grade 4, Grade 2
Sanchez, Serafin V.; Rodriguez, Billie Jo; Soto-Huerta, Mary Esther; Villarreal, Felicia Castro; Guerra, Norma Susan; Flores, Belinda Bustos – Language Assessment Quarterly, 2013
Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…
Descriptors: Bilingualism, Psychometrics, Difficulty Level, Language Tests
Download full textBailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …
Descriptors: Academic Discourse, Reading Comprehension, Textbooks, English (Second Language)
