Patriann Smith|Jehanzeb Cheema|Alex Kumi?Yeboah|S. Joel Warrican|Melissa L. Alleyne
Language-based Differences in the Literacy Performance of Bidialectal Youth
Texas Tech University|University of Illinois Urbana-Champaign|Albany State University|University at Albany, State University of New York|University of the West|University of the West|Texas Tech University|University of Illinois Urbana-Champaign|Albany State University|University at Albany, State University of New York
backgroundcontext standard english functions dominant language englishspeaking caribbean context despite bidialectal bilingual multilingual nature countries notwithstanding caribbean nonstandard englishspeaking students continue administered literacy assessments take account nonstandardized english language use practice inadvertently reinforces assumptions privilege standard english language assessment canagarajah 2006b shohamy 2006 devalue certain world englishes canagarajah 2006a academia purposeobjectivefocus study study examined way 3184 15yearold 9th 10th grade trinidadian bidialectal adolescent youth selfidentified linguistically 2009 programme international student assessment pisa literacy assessment explored reading math science literacy performance based selfidentification native english nonnative english speaking students populationparticipantssubjects population included 3184 15yearold students 523 n 1666 girls 477 n 1518 boys population 285 n 909 grade 9 rest grade 10 n 2275 897 n 2856 enrolled public schools 103 n 327 enrolled private schools across groups 973 n 3098 identified english ie standard english 27 n 86 identified language standard english native language ie nonstandard english research design statistical results study based secondary analysis surveybased nationally representative sample 15yearold students trinidad tobago used analysis covariance order control demographic differences used hierarchical linear modeling verify robustness empirical findings findings majority students selfidentified standard english speakers despite predominant use nonstandardized englishes country findings showed large significant differences selfidentifying native selfidentifying nonnative speakers english higher mean scores former group three assessed areas literacy measured english selfidentifying native english speakers performed significantly pisa 2009 oecd mean 500 refected high degree volatility performance differences persisted even controlling important student demographic differences grade gender school type indicators socioeconomic cultural status conclusionsrecommendations study serves justify need closer attention pervasive role colonialism dominance standard english multilingual testing shohamy 2006 highlights need attention bidialectal students performativity world englishes challenge normative standard english literacy proficiency canagarajah 2006a requires assumptions steeped colonialism underlie standard english literacy testing pisa international measure revisited bidialectal adolescent learners accurately represented measures much manner monolingual standard english speaking counterparts