A presentation from Baker (2001) Chapter 2

1. Baker (Chapter 2)
Presenter: Jessica
Date: September 23,
2015.

2. OutlineOutline
 Introduction
The purposes of the Measurement of Bilinguals
Examples of the Measurement of Bilinguals
Limitations of Language Censuses
A critical View of Language Testing
The Structure of Language Competence
Conclusion

3. Introduction
Reasons
Education
Society
Complexity
Classification
Reality
Easy task?

4.  Distribution
 Census questionsPurposes

5. Selection
-bilingual proficiency
-language background
Children classes
“balanced” b
“partial” b
monolingual

6. Summative
Totaling up
Summing up
Reading
comprehension
Reading
vocabulary
Spelling Grammar
Language
Proficiency
&
Achievement test

7. Formative
 Feedback during learning
Direct action
Development

8. VS

1Language Background Scales
Functional bilingualism scale
Examples of measurement of bilinguals
Actual use
Proficiency

9.  Ambiguity
Social desirabilitylimitations
Not
exhaustive
Targets Domains
To whom
Is insufficient
Frequency
Power in
relationshi
ps

10.  Include different contextual dimensions
Language background of a language group
1
Preferred
Categorization
Of the
language
2
Recent
History
Of the
language
3
Geographical
Extent
Of the
language
4
Number
Of
Users
5
Legal
Status
Of the
language
… 40

11. 
2Language Censuses
Examples of measurement of bilinguals
The Belgium of 1846
was one of the 1st
national censuses
to ask
language questions

12. The US Census of 1910

13. The US Census of 2000

14. The 1992 Census of Venezuela
Spanish
37 native languages
Bilingualism Multilingualism
language use
Language ability

15. 
Ambiguity
Limitations of Language
Censuces
Do not include Do not cover
all the populationUnderstanding Speaking
Reading Writing

16.  Self-rating ProficiencySelf-rating Proficiency
Examples of measurement of bilinguals
 Strengths
Weaknesses

17. limitations
To broad
Identity
Do not cover
all the population
Ethnic groups but
Language itself

18. Other limitations
Ambiguity Context Social desirability
Acquiescent
response
Self-
awareness
Point of reference
Test- Aura Narrow sampling
Insensitivity to
change
labeling

19. Language Balance and
Dominance
 Psychometric testsPsychometric tests
1) Speed of reaction
2) Quantity of reaction
3) Detection of Words
4) Time taken
5) Amount of mixing

20. Real
communicative situations
Communicative language Testing
Oral interview!

21.  A criterion referenced test
Unfair comparisons
Language testing

22.  Whose knowledge the tests are based on?
What is the intended or assumed status of that
knowledge?
What is the meaning of language test scores?
A critical view of language testing
Cultural Social Political Educational Idiological
Shohamy (1997,2000)

23. The structure of language competence
Listening Speaking
Reading Writing
Skills
Grammar Vocabulary
Phonology Graphology
Knowledge
Bachman's
Model of
LC

24. CONCLUSION
I hope you don't have questions!