Examining the Validity of GOLD® with 4-Year-Old Dual Language Learners

Autor/inn/en	Kim, Do-Hong; Lambert, Richard G.; Durham, Sean; Burts, Diane C.
Titel	Examining the Validity of GOLD® with 4-Year-Old Dual Language Learners
Quelle	In: Early Education and Development, 29 (2018) 4, S.477-493 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1460125
Schlagwörter	Preschool Education; Teaching Methods; Bilingualism; Bilingual Education; Heritage Education; Item Analysis; Test Items; Scores; Grammar; Second Language Learning; Evaluation Methods; Formative Evaluation; Observation; Rating Scales; Social Development; Emotional Development; Language Usage; Family Environment; Native Language; Literacy; Bayesian Statistics; Validity; Preschool Children; Child Development; Statistical Analysis; North Carolina (Charlotte) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Itemanalyse; Test content; Testaufgabe; Grammatik; Zweitsprachenerwerb; Beobachtung; Rating-Skala; Soziale Entwicklung; Gefühlsbildung; Sprachgebrauch; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Gültigkeit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kindesentwicklung; Statistische Analyse
Abstract	Research Findings: This study builds on prior work related to the assessment of young dual language learners (DLLs). The purposes of the study were to (a) determine whether latent subgroups of preschool DLLs would replicate those found previously and (b) examine the validity of GOLD® by Teaching Strategies with empirically derived subgroups. Latent class analysis confirmed previous findings of 3 distinct latent subgroups of DLLs (bilingual children, emergent bilingual children, and heritage language speakers). Results of differential item functioning analysis showed that with few exceptions, GOLD items functioned similarly, which indicates that groups matched on ability were similar in their item scores. The item pertaining to using conventional grammar consistently favored non-DLLs over heritage language speakers. The item pertaining to name writing consistently favored DLLs as a single group, emergent bilingual children, and heritage language speakers. Practice or Policy: Study results provide further support for the heterogeneity of DLLs and the use of GOLD with DLL subgroups. This provides the field with an opportunity to better understand this special population of children and enables teachers to plan with greater precision experiences that contribute to their development and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01