Second language learners' performance in mathematics: Disentangling the effects of academic language features
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Learning and Instruction, Jahrgang 28, 01.12.2013, S. 24-34.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Second language learners' performance in mathematics
T2 - Disentangling the effects of academic language features
AU - Haag, Nicole
AU - Heppt, Birgit
AU - Stanat, Petra
AU - Kuhl, Poldi
AU - Pant, Hans Anand
PY - 2013/12/1
Y1 - 2013/12/1
N2 - Several studies have shown that the linguistic complexity of items in achievement tests may cause performance disadvantages for second language learners. However, the relative contributions of specific features of linguistic complexity to this disadvantage are largely unclear. Based on the theoretical concept of academic language, we used data from a state-wide test in mathematics for third graders in Berlin, Germany, to determine the interrelationships among several academic language features of test items and their relative effects on differential item functioning (DIF) against second language learners. Academic language features were significantly correlated with each other and with DIF. While we found text length, general academic vocabulary, and number of noun phrases to be unique predictors of DIF, substantial proportions of the variance in DIF were explained by confounded combinations of several academic language features. Specialised mathematical vocabulary was neither related to DIF nor to the other academic language features. © 2013 Elsevier Ltd.
AB - Several studies have shown that the linguistic complexity of items in achievement tests may cause performance disadvantages for second language learners. However, the relative contributions of specific features of linguistic complexity to this disadvantage are largely unclear. Based on the theoretical concept of academic language, we used data from a state-wide test in mathematics for third graders in Berlin, Germany, to determine the interrelationships among several academic language features of test items and their relative effects on differential item functioning (DIF) against second language learners. Academic language features were significantly correlated with each other and with DIF. While we found text length, general academic vocabulary, and number of noun phrases to be unique predictors of DIF, substantial proportions of the variance in DIF were explained by confounded combinations of several academic language features. Specialised mathematical vocabulary was neither related to DIF nor to the other academic language features. © 2013 Elsevier Ltd.
KW - Academic language
KW - Differential item functioning
KW - Educational measurement
KW - Second language learners
KW - Test validity and fairness
KW - Empirical education research
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=84879560025&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2013.04.001
DO - 10.1016/j.learninstruc.2013.04.001
M3 - Journal articles
VL - 28
SP - 24
EP - 34
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
ER -