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Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners

This study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its ling...

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Detalles Bibliográficos
Autores principales: PEETS, KATHLEEN F., BIALYSTOK, ELLEN
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cambridge University Press 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4350147/
https://www.ncbi.nlm.nih.gov/pubmed/25750466
http://dx.doi.org/10.1017/S0142716413000301
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author PEETS, KATHLEEN F.
BIALYSTOK, ELLEN
author_facet PEETS, KATHLEEN F.
BIALYSTOK, ELLEN
author_sort PEETS, KATHLEEN F.
collection PubMed
description This study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals performed more poorly than monolinguals on standardized measures of language proficiency, yet they performed similarly to monolinguals in the discourse-based linguistic and genre features. Moreover, genre features were more strongly related to linguistic features assessed through discourse than to standardized tests of these same features. These findings indicate that standardized measures of language proficiency underrepresent the abilities of bilingual children and that children's second language proficiency may be more accurately reflected in conversation.
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spelling pubmed-43501472015-03-05 Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners PEETS, KATHLEEN F. BIALYSTOK, ELLEN Appl Psycholinguist Articles This study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals performed more poorly than monolinguals on standardized measures of language proficiency, yet they performed similarly to monolinguals in the discourse-based linguistic and genre features. Moreover, genre features were more strongly related to linguistic features assessed through discourse than to standardized tests of these same features. These findings indicate that standardized measures of language proficiency underrepresent the abilities of bilingual children and that children's second language proficiency may be more accurately reflected in conversation. Cambridge University Press 2015-03 /pmc/articles/PMC4350147/ /pubmed/25750466 http://dx.doi.org/10.1017/S0142716413000301 Text en © Cambridge University Press 2013 The online version of this article is published within an Open Access environment subject to the conditions of the Creative Commons Attribution-NonCommercial-ShareAlike licence <http://creativecommons.org/licenses/by-nc-sa/3.0/>. The written permission of Cambridge University Press must be obtained for commercial re-use.
spellingShingle Articles
PEETS, KATHLEEN F.
BIALYSTOK, ELLEN
Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title_full Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title_fullStr Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title_full_unstemmed Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title_short Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
title_sort academic discourse: dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4350147/
https://www.ncbi.nlm.nih.gov/pubmed/25750466
http://dx.doi.org/10.1017/S0142716413000301
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