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Volumn 8, Issue 3, 2011, Pages 213-228

Exploring domain-general and domain-specific linguistic knowledge in the assessment of academic english language proficiency

Author keywords

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Indexed keywords


EID: 80051984118     PISSN: 15434303     EISSN: 15434311     Source Type: Journal    
DOI: 10.1080/15434303.2011.558146     Document Type: Article
Times cited : (9)

References (25)
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  • 2
    • 33750183554 scopus 로고    scopus 로고
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    • (CSE Tech. Rep. No. 663). Los Angeles: University of California, Los Angeles, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing
    • Abedi, J., Leon, S., & Mirocha, J. (2000/2005). Examining ELL and non-ELL student performance differences and their relationship to background factors: Continued analyses of extant data. In The Validity of Administering Large-Scale Content Assessments to English Language Learners: An Investigation From Three Perspectives (CSE Tech. Rep. No. 663). Los Angeles: University of California, Los Angeles, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.
    • (2000) The Validity of Administering Large-Scale Content Assessments to English Language Learners: An Investigation from Three Perspectives
    • Abedi, J.1    Leon, S.2    Mirocha, J.3
  • 10
    • 84988370718 scopus 로고    scopus 로고
    • Students' concurrent performance on tests of English language proficiency and academic achievement
    • J. Abedi, A. Bailey, F. Butler M. Castellon-Wellington, S. Leon, & J. Mirocha (Eds.) (CSE Tech. Rep. No. 663). Los Angeles: University of California, Los Angeles, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing
    • Butler, F., & Castellon-Wellington, M. (2000/2005). Students' concurrent performance on tests of English language proficiency and academic achievement. In J. Abedi, A. Bailey, F. Butler, M. Castellon-Wellington, S. Leon, & J. Mirocha (Eds.), The validity of administering large-scale content assessments to English language learners: An investigation from three perspectives (CSE Tech. Rep. No. 663). Los Angeles: University of California, Los Angeles, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.
    • (2000) The Validity of Administering Large-scale Content Assessments to English Language Learners: An Investigation from Three Perspectives
    • Butler, F.1    Castellon-Wellington, M.2
  • 12
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    • Butler, F., Stevens, R., & Castellon, M. (2007). ELLs and standardized assessments: The interaction between language proficiency and performance on standardized tests. In A. Bailey (Ed.), The language demands of school. Putting academic English to the test (pp. 1-26). New Haven, CT: Yale University Press.
    • (2007) The Language Demands of School. Putting Academic English to the Test , pp. 1-26
    • Butler, F.1    Stevens, R.2    Castellon, M.3
  • 14
    • 33748085642 scopus 로고
    • The construct of proficiency in bilingual education
    • J. E. Alatis (Ed.) Washington, DC: Georgetown University Press
    • Cummins, J. (1980). The construct of proficiency in bilingual education. In J. E. Alatis (Ed.), Georgetown University round table on language and linguistics (pp. 81-103). Washington, DC: Georgetown University Press.
    • (1980) Georgetown University Round Table on Language and Linguistics , pp. 81-103
    • Cummins, J.1
  • 15
    • 10844245499 scopus 로고    scopus 로고
    • An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data
    • Flora, D. B, & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466-491.
    • (2004) Psychological Methods , vol.9 , pp. 466-491
    • Flora, D.B.1    Curran, P.J.2
  • 18
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    • Moving from comprehensible input to "learning to learn" in content-based instruction
    • M. A. Snow & D. M. Britton (Eds.)
    • Kinsella, K. (1997). Moving from comprehensible input to "learning to learn" in content-based instruction. In M. A. Snow & D. M. Britton (Eds.), Perspectives on integrating language and content (pp. 46-68).
    • (1997) Perspectives on Integrating Language and Content , pp. 46-68
    • Kinsella, K.1
  • 20
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    • University of California Linguistic Minority Research Institute Tech. Rep. No. 2003-1. University of California, Irvine
    • Scarcella, R. (2003). Academic English: A conceptual framework (University of California Linguistic Minority Research Institute Tech. Rep. No. 2003-1). University of California, Irvine.
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  • 21
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    • Santa Cruz: University of California National Center for Research on Cultural Diversity and Second Language Learning
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    • Solomon, J.1    Rhodes, N.2


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