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(Schlagwörter: "Englisch als Zweitsprache")

English learner labeling. How English learner classification in kindergarten shapes teacher […] Umansky, Ilana; Dumont, Hanna Journal Article | In: American Educational Research Journal | 2021 41541 Endnote: Author(s): Umansky, Ilana; Dumont, Hanna
Title: English learner labeling. How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings
In: American Educational Research Journal, 58 (2021) 5, S. 993-1031
DOI: 10.3102/0002831221997571
URL: https://journals.sagepub.com/doi/full/10.3102/0002831221997571
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kindergarten; Englisch als Zweitsprache; Kind; Vorschulalter; Wirkung; Lehrer; Einstellung <Psy>; Bilingualer Unterricht; Einflussfaktor; Wahrnehmung; Schülerleistung; Grundschule; Schuljahr 01; Schuljahr 02; Grundschüler; Lesekompetenz; Naturwissenschaftliche Kompetenz; Mehrsprachigkeit; Befragung; Längsschnittuntersuchung; USA
Abstract: Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers' perceptions of students' academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Multidimensional structures of competencies. Focusing on text comprehension in English as a foreign […] Hartig, Johannes; Harsch, Claudia Book Chapter | Aus: Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments | Cham: Springer | 2017 37126 Endnote: Author(s): Hartig, Johannes; Harsch, Claudia
Title: Multidimensional structures of competencies. Focusing on text comprehension in English as a foreign language
In: Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments, Cham: Springer, 2017 (Methodology of educational measurement and assessment), S. 357-368
DOI: 10.1007/978-3-319-50030-0_21
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Englischunterricht; Englisch als Zweitsprache; Textverständnis; Hörverstehen; Item-Response-Theory; Itemanalyse; Schwierigkeit; Test; Schüler; Schuljahr 09; Text; Rezeption; Rasch-Modell
Abstract: The project "Modeling competencies with multidimensional item-response-theory models" examined different psychometric models for student performance in English as a foreign language. On the basis of the results of re-analyses of data from completed large scale assessments, a new test of reading and listening comprehension was constructed. The items within this test use the same text material both for reading and for listening tasks, thus allowing a closer examination of the relations between abilities required for the comprehension of both written and spoken texts. Furthermore, item characteristics (e.g., cognitive demands and response format) were systematically varied, allowing us to disentangle the effects of these characteristics on item difficulty and dimensional structure. This chapter presents results on the properties of the newly developed test: Both reading and listening comprehension can be reliably measured (rel = .91 for reading and .86 for listening). Abilities for both sub-domains prove to be highly correlated yet empirically distinguishable, with a latent correlation of .84. Despite the listening items being more difficult, in terms of absolute correct answers, the difficulties of the same items in the reading and listening versions are highly correlated (r = .84). Implications of the results for measuring language competencies in educational contexts are discussed. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Young second language learners' competence and affective self-concept Tracey, Danielle; Yeung, Alexander S.; Arens, A. Katrin; Ng, Christina Journal Article | In: Asian EFL Journal | 2014 35230 Endnote: Author(s): Tracey, Danielle; Yeung, Alexander S.; Arens, A. Katrin; Ng, Christina
Title: Young second language learners' competence and affective self-concept
In: Asian EFL Journal, 15 (2014) 4, S. 1-22
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Affekt; Empirische Untersuchung; Englisch als Zweitsprache; Englischunterricht; Grundschule; Grundschüler; Hongkong; Kompetenz; Lesen; Schreiben; Schuljahr 01; Selbstkonzept; Sprechen
Abstract: Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

An application of explanatory item response modeling for model-based proficiency scaling Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard Journal Article | In: Educational and Psychological Measurement | 2012 32383 Endnote: Author(s): Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard
Title: An application of explanatory item response modeling for model-based proficiency scaling
In: Educational and Psychological Measurement, 72 (2012) 4, S. 665-686
DOI: 10.1177/0013164411430707
URL: http://dx.doi.org/10.1177/0013164411430707
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Empirische Forschung; Englisch als Zweitsprache; Item-Response-Theory; Leistungsmessung; Leseverstehen; Messverfahren; Methode; Modell; Psychometrie; Rasch-Modell; Schülerleistung; Test; Vergleich
Abstract (english): The article compares three different methods to estimate effects of task characteristics and to use these estimates for model-based proficiency scaling: prediction of item difficulties from the Rasch model, the linear logistic test model (LLTM), and an LLTM including random item effects (LLTM+ e). The methods are applied to empirical data from a German large-scale study of reading comprehension in English as a foreign language (N = 10,543). A priori defined task characteristics were used as predictors for item difficulty; the estimated effects were used to define thresholds between proficiency levels. The comparison of results indicates that the LLTM is too restrictive; the Rasch model and the LLTM+ e yield similar results in terms of implications for scale anchoring.
DIPF-Departments: Bildungsqualität und Evaluation