Second language learners' performance in mathematics: Disentangling the effects of academic language features |
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| Institution: | 1. Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. Department of Educational Science and Psychology, Educational Research, Freie Universität Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany;3. Berlin-Brandenburg Institute for School Quality Improvement (ISQ), Otto-von-Simson-Str. 15, D-14195 Berlin, Germany;1. Senior Research Fellow, Department of test development, Italian National Institute for the Evaluation of Educational System, Rome, Italy;2. Department of Human and Social Science, University of Bergamo, Bergamo, Italy;3. Department of Classical Philology and Italian Studies, University of Bologna, Bologna, Italy;1. Purdue University, IN, United States;2. Erikson Institute, IL, United States |
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| Abstract: | Several studies have shown that the linguistic complexity of items in achievement tests may cause performance disadvantages for second language learners. However, the relative contributions of specific features of linguistic complexity to this disadvantage are largely unclear. Based on the theoretical concept of academic language, we used data from a state-wide test in mathematics for third graders in Berlin, Germany, to determine the interrelationships among several academic language features of test items and their relative effects on differential item functioning (DIF) against second language learners. Academic language features were significantly correlated with each other and with DIF. While we found text length, general academic vocabulary, and number of noun phrases to be unique predictors of DIF, substantial proportions of the variance in DIF were explained by confounded combinations of several academic language features. Specialised mathematical vocabulary was neither related to DIF nor to the other academic language features. |
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| Keywords: | Educational measurement Second language learners Differential item functioning Academic language Test validity and fairness |
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