perceptions of proficiency in bilingual children

[Alison Crutchley]

Dear info-childes

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).

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! 

I will of course post a summary of suggestions received.

Many thanks, Alison Crutchley


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Dr Alison Crutchley
Lecturer in English Language
School of Music and Humanities
University of Huddersfield
West Building
Queensgate
Huddersfield HD1 3DH

a.crutchley at hud.ac.uk
tel: +44 (0)1484 473848

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