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Download full textHyeonah Kang – Journal of Second Language Acquisition and Teaching, 2022
Using a lexical decision task, Wolter and Yamashita (2015) showed that collocations that exist only in L1 but not in L2 were not processed faster than collocations that only exist in L2 but not in L1 or a random combination of two words. This result seems to support the age/order of acquisition effects (Carroll & White, 1973) over Jiang's…
Descriptors: Language Processing, Phrase Structure, Language Usage, Decision Making
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
Direct linkBuxton, Cory; Harman, Ruth; Cardozo-Gaibisso, Lourdes; Jiang, Lei; Bui, Khanh; Allexsaht-Snider, Martha – Research in Science Education, 2019
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today's education systems, our project provided a series of workshops for teachers where they explored students' emergent…
Descriptors: Bilingualism, Science Instruction, Interdisciplinary Approach, Teacher Workshops
Luo, Dehong; Gong, Jing – SAGE Open, 2022
Home language (HL) effects on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo--European languages. This study extends the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic…
Descriptors: Native Language, Academic Language, Literacy, Socioeconomic Influences
Buxton, Cory A.; Harman, Ruth; Cardozo-Gaibisso, Lourdes; Jiang, Lei; Bui, Khanh; Allexsaht-Snider, Martha A. – AERA Online Paper Repository, 2020
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Our project provided a series of workshops for teachers where they explored students' emergent reform-oriented science meaning-making in our project-designed assessments. We…
Descriptors: Science Tests, Bilingualism, Teacher Attitudes, Teacher Workshops
Williams, Marian E.; Sando, Lara; Soles, Tamara Glen – Journal of Psychoeducational Assessment, 2014
Cognitive assessment of young children contributes to high-stakes decisions because results are often used to determine eligibility for early intervention and special education. Previous reviews of cognitive measures for young children highlighted concerns regarding adequacy of standardization samples, steep item gradients, and insufficient floors…
Descriptors: Intelligence Tests, Decision Making, High Stakes Tests, Eligibility
Howard, Elizabeth R.; Arteagoitia, Igone; Louguit, Mohammed; Malabonga, Valerie; Kenyon, Dorry M. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2006
This article describes the development of an English spelling measure designed to assess the progress made by Spanish-English bilingual children from Grade 2 to Grade 5. Different stages of developing the measure are described, such as selecting the focus features, the prepilot and pilot phases, and the operational version. Two underlying…
Descriptors: Elementary School Students, Pilot Projects, Test Items, Bilingualism
