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11.
We discuss generalizability (G) theory and the fair and valid assessment of linguistic minorities, especially emergent bilinguals. G theory allows examination of the relationship between score variation and language variation (e.g., variation of proficiency across languages, language modes, and social contexts). Studies examining score variation across items administered in emergent bilinguals' first and second languages show that the interaction of student and the facets (sources of measurement error) item and language is an important source of score variation. Each item poses a unique set of linguistic challenges in each language, and each emergent bilingual individual has a unique set of strengths and weaknesses in each language. Based on these findings, G theory can inform the process of test construction in large-scale testing programmes and the development of testing models that ensure more valid and fair interpretations of test scores for linguistic minorities. 相似文献
12.
Philip C. Clarkson 《Educational Studies in Mathematics》2007,64(2):191-215
Bilingual students have, at times, been thought to be at a disadvantage in learning mathematics because of an assumed interference
between their two languages. Earlier research, confirmed again in this study, shows that this is a naive view to take. Although
some bilingual students do have a harder time, others seem to be at an advantage. This study explores the use that bilingual
students who are succeeding in mathematics make of their two languages. These students seem to have better metalinguistics
skills that allow them to self-correct when solving problems, and are perhaps more confident in their approach to solving
difficult problems. It also appears that students in this study switched between languages in early years of schooling, but
only used English by the time they were completing elementary school.
This project was supported by an Australian Research Council Large Grant, an Australian Research Council Small Grant, and
by internal research grants from Australian Catholic University. 相似文献
13.
Eri Fukumine 《Journal of Latinos & Education》2016,15(2):134-139
The present research investigated analogical transfer during problem solving by bilinguals. In a study with 50 Spanish–English bilinguals, participants solved a target problem whose solution was similar to that of a preceding source problem. The source problem was always presented in the 2nd language; the target problem was always presented in the 1st language. The results showed that when participants understood a key structural feature shared by the source and target problems, they solved the target problem more often than others. Participants’ performance was not related to their proficiency in the language of the source problem (i.e., the 2nd language). 相似文献
14.
詹先友 《康定民族师范高等专科学校学报》2014,(3):95-99
藏汉双语人才是藏区的紧缺人才。培养藏汉双语人才是藏区高校重要的义务和职责。现阶段藏区高校在藏汉双语人才培养中存在着专业结构单一、学生入学时文化和专业基础较差、双语师资缺乏且结构不合理、教学内容和教学方法针对性不强、实践环节薄弱等不足。为促进藏区藏汉双语人才的培养,藏区高校应在确立均衡化与技能化的人才培养目标、优化藏汉双语专业结构、藏汉双语专业课程设置差别化、增强藏汉双语专业修业时间灵活性、强化实践实训、培养多元化双语教师与管理人员、加强校地合作、双语人才培养定单化、加强基地建设等方面进行积极思考与探索。 相似文献
15.
多元文化社会中,使用两种语言,通晓两种文化的人越来越多,文化心理学家对此给予了较多关注。本研究在回顾文化框架转换理论和社会文化视野中的二语习得理论的基础上,指出了这两个理论对我国少数民族双语教育的价值意义、培养目标、实施模式和研究路径的启示。 相似文献