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(v). Mixing
~ Amount of mixing the two languages,
the borrowing (‘interference’) and
switching from one language to another
(‘code switching’).
Seeing how bilinguals perform in both
languages in a range of real
communicative situations (Baker, 2001).
Exp. Observations of bilinguals in their
everyday routines.
Exp. Oral interview
Usually classified into Norm Reference (e.g.
summative tests) and Criterion Reference
tests (e.g. formative tests).
One advantage for bilinguals of criterion
referenced testing over norm referenced
testing is the point of comparison:
(i). Norm referenced testing may compare
bilinguals with monolinguals.
(ii). In criterion referenced testing the
bilingual will be profiled on specific
language skills.
(1). Ambiguity
~ Words such as ‘speak’, ‘understand’,
‘read’ and ‘write’ include a wide variety of
levels of proficiency (Baker, 2001).
(2). Context
~ A bilingual may be able to understand a
language in one context (e.g. a shop) and
not in another context (e.g. academic
lecture). Proficiency and usage will vary with
changing environments
(3). Social desirability
~ Respondents may consciously or
unconsciously give a ‘halo’ version of
themselves (Baker, 2001).
~ People may say they are fluent in a
second language (when in reality they
are not) for self esteem or status reasons.
~ Questions about proficiency can be
interpreted as political referendum or
attitudinal questions.
Are some families better placed than
others to produce bilingual children?