Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6309
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dc.contributor.authorSoh, Kay Cheng-
dc.date.accessioned2013-03-25T08:03:01Z-
dc.date.available2013-03-25T08:03:01Z-
dc.date.issued2012-
dc.identifier.citationSoh, K. C. (2012). Bilingual testing at the phrase and text levels and its implications for bilingual programmes. Journal of Linguistics and Language Teaching, 3(2), 249-264.-
dc.identifier.urihttp://hdl.handle.net/10497/6309-
dc.description.abstractAs an earlier study (Soh 2011) shows, by controlling the substantive content and item format, bilingual testing which systematically combined questions and options yielded much greater correlations in students text performance in two languages. This indicates that bilingual ability has been under-estimated when assessed by using two language tests separately. The finding is only for bilingual testing at the word level. The present study goes beyond to test bilingual ability by using the same approach but at the levels of phrase and text. The same effect was found for this more complex testing. The findings are discussed with reference to the bilingual approach to language syllabus design, classroom instruction, and assessment.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectBilingualismen
dc.subjectBilingual testingen
dc.subjectCode-switchingen
dc.subjectLanguage assessmenten
dc.titleBilingual testing at the phrase and text levels and its implications for bilingual programmesen
dc.typeArticleen
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item.grantfulltextopen-
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