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

Autor/inn/en	Haag, Nicole; Heppt, Birgit; Stanat, Petra; Kuhl, Poldi; Pant, Hans Anand
Titel	Second language learners' performance in mathematics. Disentangling the effects of academic language features.
Quelle	In: Learning and instruction, (2013) 28, S. 24-34Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.04.001
Schlagwörter	Bildungssprache; Kompetenzmessung; Test; Testaufgabe; Schuljahr 03; Leistungsbeurteilung; Zweitsprache; Mathematik; Item; Komplexität
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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2