Linguistic Complexity, Schematic Representations, and Differential Item Functioning for English Language Learners in Math Tests

Abstract

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item response theory difficulty parameters in a state fourth-grade math test. This study revealed that the greater the item nonmathematical lexical and syntactic complexity, the greater are the differences in difficulty parameter estimates favoring non-ELLs over ELLs. However, the impact of linguistic complexity on DIF is attenuated when items provide nonlinguistic schematic representations that help ELLs make meaning of the text, suggesting that their inclusion could help mitigate the negative effect of increased linguistic complexity in math word problems.

Sprachkompetenz und Mathematikleistung – Empirische Untersuchung sprachlich bedingter Hürden in den Zentralen Prüfungen 10

“…Sprachlich bedingte Hürden bei der Test-Bearbeitung in diesem Sinne sind Lesehürden, die gerade in der amerikanischen Diskussion (Abedi 2006;Brown 2005;Wolf u. Leon 2009;Martiniello 2009;u. v.…”

Lexical Ambiguity in Algebra, Method of Instruction as Determinant of Grade 9 Students’ Academic Performance in East London District

“…Many studies that have identified language as a source of differential performance between ELL and non-ELLs has attributed difficulty to students' understanding of the written text rather than their ability in mathematics, (Abedi & Gandara, 2006;Abedi & Plummer, 2006;Abedi et al, 2005;Martiniello, 2009;Wolf & Leon, 2009). The difficulty of language used in mathematics items is posited to have a disproportionate impact on ELL students due to their low language proficiency or general language skills (Abedi, 2004;Johnson & Monroe, 2004).…”

Gender Differential Item Functioning in Slovak Version of Intelligence Structure Test 2000 - Revised

“…Maller (2000) analyzed DIF in deaf and hearing children and Simos et al (2011) in different ethnic groups in Greece. Several studies also confirmed that one of the sources of DIF can be found in language skills and language origin (Martiniello, 2009;Roomaney & Koch, 2013;Schaap, 2011). All these studies suggested that the DIF approach is a good tool for the identification of bias at item and test level.…”