Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages?
Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages?
复制标题
双语评估：可以通过两种语言的单独测量来评估总体熟练程度吗？
DOI：
--
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Rebecca Naves
中科院分区：
文献类型：
--
作者：
E. Thordardottir;Alyssa Rothenberg;Marie;Rebecca Naves
通常建议双语儿童用两种语言进行评估。然而，缺乏这种双语评估和结果解释的具体程序。将正常发育的法英双语学龄前儿童与单语儿童 (n = 28) 在词汇和句法的表达和接受测量方面进行比较。结果表明，当仅用一种语言进行测量时，以及当通过概念词汇等试图包含两种语言的组合测量进行测量时，双语儿童在语言的各个方面的得分可能显着低于单语同龄人。然而，差异的程度可能取决于多种因素，包括双语接触量、两种语言的相对熟练程度、以及语言特定因素或儿童正在学习的特定语言组合。
It is generally recommended that bilingual children be assessed in both of their languages. However, specific procedures for such bilingual assessment and for interpretation of the results are lacking. Normally developing French – English bilingual preschool-age children were compared to monolingual children (n = 28) on expressive and receptive measures of vocabulary and syntax. Results indicated that when measured in one language only, as well as when measured by combination measures such as conceptual vocabulary, which attempt to include both languages, bilingual children may score significantly lower than monolingual peers in various aspects of language. However, the extent of the difference may depend on a number of factors, including amount of bilingual exposure, relative proficiency in the two languages, as well as language specific factors, or the specific language combination being learned by the children.