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Second language learners' performance in mathematics: Disentangling the effects of academic language features

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Second language learners' performance in mathematics: Disentangling the effects of academic language features. / Haag, Nicole; Heppt, Birgit; Stanat, Petra et al.
In: Learning and Instruction, Vol. 28, 01.12.2013, p. 24-34.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Haag, N, Heppt, B, Stanat, P, Kuhl, P & Pant, HA 2013, 'Second language learners' performance in mathematics: Disentangling the effects of academic language features', Learning and Instruction, vol. 28, pp. 24-34. https://doi.org/10.1016/j.learninstruc.2013.04.001

APA

Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24-34. https://doi.org/10.1016/j.learninstruc.2013.04.001

Vancouver

Haag N, Heppt B, Stanat P, Kuhl P, Pant HA. Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction. 2013 Dec 1;28:24-34. doi: 10.1016/j.learninstruc.2013.04.001

Bibtex

@article{b705914e0fa04ee5908ecb47d179edb3,
title = "Second language learners' performance in mathematics: Disentangling the effects of academic language features",
abstract = "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. {\textcopyright} 2013 Elsevier Ltd.",
keywords = "Academic language, Differential item functioning, Educational measurement, Second language learners, Test validity and fairness, Empirical education research, Educational science",
author = "Nicole Haag and Birgit Heppt and Petra Stanat and Poldi Kuhl and Pant, {Hans Anand}",
year = "2013",
month = dec,
day = "1",
doi = "10.1016/j.learninstruc.2013.04.001",
language = "English",
volume = "28",
pages = "24--34",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier B.V.",

}

RIS

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 -

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