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Desenvolvimento e validação do instrumento de compreensão de expressões idiomáticas ; Idioms comprehension instrument : development and validation
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| 142 |
The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand
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| 143 |
Science literacy in Saudi Arabia through language analysis of a secondary school physics textbook
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| 144 |
Designing and assessing a digital, discipline-specific literacy assessment tool
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| 145 |
Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia
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| 147 |
Test-takers’ contribution to the validation of uses of high-stakes language tests
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| 148 |
The Acquisition Path of [w]-final Plurals in Brazilian Portuguese
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In: Journal of Portuguese Linguistics, Vol 17, Iss 1 (2018) (2018)
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| 149 |
A Comparative Analysis of the Apology Strategy between Turkish EFL Learners and English Native Speakers
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In: Applied Linguistics Research Journal, Vol 2, Iss 3, Pp 48-57 (2018) (2018)
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| 150 |
Washback of English national exams at ninth-grade level in Thailand and Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
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| 151 |
THE PROFILE OF EFL LEARNERS AS MEASURED BY AN ENGLISH PROFICIENCY TEST
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 5, Iss 1, Pp 115-145 (2018) (2018)
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| 152 |
The Acquisition Path of [w]-final Plurals in Brazilian Portuguese
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In: Journal of Portuguese Linguistics, Vol 17, Iss 1 (2018) (2018)
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| 153 |
A Cross-Sectional Study on Vocabulary Size Among Different Levels of the University Students
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 64-72 (2018) (2018)
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| 154 |
Language Assimilation and Performance in Achievement Tests among Immigrant Children: Evidence from a Field Experiment
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Abstract:
We provide new evidence about language assimilation and its effect on test scores using data from two rounds (conducted approximately six years apart) of the New Immigrants Survey (NIS). As part of the NIS interviews, U.S. born and foreign-born children of immigrants were asked to take Woodcock-Johnson achievement test. In both rounds, prior to the administration of tests, children of Hispanic origin were randomly assigned to take the tests either in Spanish or in English. Therefore, we can attribute the difference in scores to language proficiency and directly estimate the rate of assimilation. Our results suggest that in reading tests, U.S. born children of Hispanic immigrants perform better, when they are assigned to take the tests in English, and the advantage remains stable across two rounds of interviews. However, there is substantial heterogeneity. For example, U.S. born children at the top of score distribution perform better when they take tests in Spanish. Foreign-born children of Hispanic immigrants exhibit Spanish dominance during the first round, but it declines and in some cases completely disappears by the second round. We find that foreign-born children who immigrated to the U.S. after age six, exhibit Spanish dominance in reading tests in the first round. However, during the six years between interviews, Spanish dominance disappears among foreign-born children who immigrated between the ages of six and eight (in reading) and in all children (in math). Moreover, for children who still have Spanish dominance in reading, the score differences have narrowed.
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Keyword:
children; ddc:330; education; I20; immigrants; J15; language assimilation; test score; Z13
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URL: http://hdl.handle.net/10419/180542
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| 155 |
Teacher Beliefs And Practices For An English Language Achievement Test
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 25-44 (2018) (2018)
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| 156 |
Diagnostic study on teachers’ beliefs and practices in foreign language assessment
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 157 |
Desenvolvimento e validação do instrumento de compreensão de expressões idiomáticas
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In: Revista de Estudos da Linguagem, Vol 26, Iss 2, Pp 571-591 (2018) (2018)
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| 158 |
A common neural hub resolves syntactic and non-syntactic conflict through cooperation with task-specific networks.
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| 159 |
The C-Test: A Valid Measure to Test Second Language Proficiency?
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In: https://hal-hprints.archives-ouvertes.fr/hprints-01491274 ; 2017 (2017)
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| 160 |
Strategies to select examples for Active Learning with Conditional Random Fields
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In: CICLing 2017 - 18th International Conference on Computational Linguistics and Intelligent Text Processing ; https://hal.archives-ouvertes.fr/hal-01621338 ; CICLing 2017 - 18th International Conference on Computational Linguistics and Intelligent Text Processing, Apr 2017, Budapest, Hungary. pp.1-14 (2017)
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