Core Academic Language Skills: Validating a Construct in Linguistically Dissimilar Settings

Autor/inn/en	MacFarlane, Marco; Barr, Christopher; Uccelli, Paola
Titel	Core Academic Language Skills: Validating a Construct in Linguistically Dissimilar Settings
Quelle	In: Language Learning Journal, 50 (2022) 1, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1705880
Schlagwörter	Construct Validity; Measures (Individuals); Academic Language; Foreign Countries; English (Second Language); Second Language Learning; English for Academic Purposes; Language Tests; Test Validity; Language Proficiency; Identification; Test Use; Middle School Students; Cross Cultural Studies; Language Skills; Grade 6; South Africa; United States + Suchen Sie Ihr Suchwort? Messdaten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Testvalidität; Language skill; Language skills; Sprachkompetenz; Identifikation; Identifizierung; Testanwendung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cultural comparison; Kulturvergleich; School year 06; 6. Schuljahr; Schuljahr 06; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Recently a novel instrument -- the Core Academic Language Instrument (CALS-I) -- aimed at testing a constellation of school-relevant English language skills was developed and validated for use in the United States (Uccelli, Barr, Dobbs, Galloway, Meneses and Sánchez, 2015. Core Academic Language Skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners. "Applied Psycholinguistics" 36: 1077-1109). The unitary construct tested by the CALS-I was dubbed Core Academic Language Skills (CALS) and it aimed to identify and describe a set of skills that comprise academic language proficiency of high utility across curricular content areas. This study piloted a version of the CALS-I that was slightly modified for use in South Africa targeting specifically middle-school learners. The results of this study reveal that the CALS construct functions almost identically to the United States sample when tested in South Africa, and this provides strong evidence for the fundamental and cross-cutting nature of these pedagogically relevant skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01