2. Why Assessment Needs to Take Exposure into Account: Vocabulary and Grammatical Abilities in Bilingual Children

Gathercole, Virginia C. Mueller; Thomas, Enlli Môn; Roberts, Emily J.; Hughes, Catrin; Hughes, Emma K.

doi:10.21832/9781783090105-004

Cited by 89 publications

(60 citation statements)

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“…Ideally, the assessment of bilingual children should be carried in L1 and L2 using bilingual norms; however, only very few tests provide bilingual norms alongside monolingual norms (e.g., Gathercole et al . ). The study attempts to evaluate the diagnostic accuracy of three repetition tasks in both languages of bilingual children (L1/Russian and L2/Hebrew) using empirically supported mono‐ and bilingual cut‐off points.…”

Section: Introductionmentioning

confidence: 97%

Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew

Armon-Lotem

Meir

2016

International Journal of Language & Communication Disorders

109

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Section: Introductionmentioning

confidence: 97%

Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew

Armon-Lotem

Meir

2016

International Journal of Language & Communication Disorders

109

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“…The unique feature of this percentile score—and the purpose of this part of the project—is that it is the child's percentile among children of the same gender and with the same amount of language exposure. The amount of exposure children have to a language is the single strongest predictor of their rate of development, and adjusting norms for exposure has been argued to be a necessity in the assessment of bilinguals (Gathercole, Thomas, Roberts, Hughes, & Hughes, ).…”

Section: Project Summarymentioning

confidence: 99%

Advances in the Assessment of Young Bilinguals: Comments on Floccia Et Al

Hoff¹,

Core²

2018

Monographs Society Res Child

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In this article, we comment on the significant contributions to science and to clinical practice made by Floccia et al.'s study of over 400 bilingual 2-year-old children. To science, this work contributes new findings on the linguistic factors that make some pairs of languages easier to learn than others and rich data on the environmental factors that influence bilingual development. Their results provide clues to the nature of the language learning process. To clinical practice, Floccia et al. contribute a new instrument for the diagnosis of risk for language impairment in bilingual children and a new method for the development of assessment instruments more generally. The experience-adjusted approach to norming that they illustrate here provides an example for others to follow. Their method holds promise for test development in many domains where the goal is to assess children's internal capacity but the evidence that is available in children's achievement is systematically influenced by environmental factors.

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“…One such approach is reported by Gathercole et al (2013). They tested knowledge of vocabulary in English and Welsh in Wales, taking into account the level of exposure to each language at home and at school when norming the tests.…”

Section: A Multilingualism Approach Towards Multilingual Scoringmentioning

confidence: 99%

“…They tested knowledge of vocabulary in English and Welsh in Wales, taking into account the level of exposure to each language at home and at school when norming the tests. Gathercole et al (2013) grouped children into three categories according to their home language: mostly Welshspeaking, mostly English-speaking and those with both Welsh and English at home. Each pupil gets two scores for vocabulary in each of the two languages.…”

Section: A Multilingualism Approach Towards Multilingual Scoringmentioning

confidence: 99%

Language education policy and multilingual assessment

Gorter

Cenoz

2016

Language and Education

100

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In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in education where a shift can be observed away from an emphasis on separating languages to approaches that more closely suit daily practices of multilinguals. This concerns a shift from language isolation policies in language teaching and assessment towards more holistic approaches that consider language-asresource and promote the use of the whole linguistic repertoire. However, the implementation of programs based on holistic approaches is limited and application in language assessment modest. Traditions and monolingual ideologies do not give way easily. We show some examples of creative new ways to develop multilingual competence and cross-lingual skills. The assessment of interventions with a multilingual focus point to a potential increase in learning outcomes. Multilingualism is a point of departure because in today's schools, students who speak different languages share the same class, while at the same time learning English (and other languages). We conclude that holistic approaches in language education policy and multilingual assessment need to substitute more traditional approaches.

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2. Why Assessment Needs to Take Exposure into Account: Vocabulary and Grammatical Abilities in Bilingual Children

Cited by 89 publications

References 0 publications

Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew

Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew

Advances in the Assessment of Young Bilinguals: Comments on Floccia Et Al

Language education policy and multilingual assessment

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