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<TITLE>perceptions of proficiency in bilingual children</TITLE>
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<P><FONT SIZE=2 FACE="Arial">Dear info-childes</FONT>
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<P><FONT SIZE=2 FACE="Arial">It's often stated (generally in relation to Cummins' BICS/ CALP distinction) that the proficiency of bilingual school children in their second language (= the language of school) can be misjudged - particularly that proficiency can be over-estimated (perhaps on the basis of surface fluency) leading to e.g. premature withdrawal from bilingual programs, or underestimation of the child's cognitive or educational ability (as measured using standardised tests).</FONT></P>
<P><FONT SIZE=2 FACE="Arial">Can anyone point me towards recent work in this area? I'm particularly interested in the informal evaluations or perceptions of proficiency (perhaps based on observation of children interacting with peers or adults) that might be made by educators, rather than studies which rely exclusively on standardised test results. However, any related suggestions would be gratefully received! </FONT></P>
<P><FONT SIZE=2 FACE="Arial">I will of course post a summary of suggestions received.</FONT>
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<P><FONT SIZE=2 FACE="Arial">Many thanks, Alison Crutchley</FONT>
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<P><FONT SIZE=2 FACE="Arial">..................................................................................</FONT>
<BR><FONT SIZE=2 FACE="Arial">Dr Alison Crutchley</FONT>
<BR><FONT SIZE=2 FACE="Arial">Lecturer in English Language</FONT>
<BR><FONT SIZE=2 FACE="Arial">School of Music and Humanities</FONT>
<BR><FONT SIZE=2 FACE="Arial">University of Huddersfield</FONT>
<BR><FONT SIZE=2 FACE="Arial">West Building</FONT>
<BR><FONT SIZE=2 FACE="Arial">Queensgate</FONT>
<BR><FONT SIZE=2 FACE="Arial">Huddersfield HD1 3DH</FONT>
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<P><FONT SIZE=2 FACE="Arial">a.crutchley@hud.ac.uk</FONT>
<BR><FONT SIZE=2 FACE="Arial">tel: +44 (0)1484 473848</FONT>
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<P><FONT SIZE=2 FACE="Arial">..................................................................................</FONT>
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