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Thèses sur le sujet « Language education testing »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Gaivoronska, V. V., and Yu Romanov. "Testing and assessment in language education." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41425.

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Gonzalez, Arturo. "An Examination of the Validity of State Standardized Testing of English Language Learners." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240280.

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<p> The purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis include

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Abdel-Naby, Mahmoud Ahmed. "Communicative language testing in an ESP context : a case study of Kuwait Business Institute." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284463.

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Wall, Dianne Marie. "The impact of high-stake examinations on classroom teaching : a case study using insights from testing and innovation theory." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302430.

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Mikhailova, Julia V. "Comparison of interpersonal and presentational description in Russian oral proficiency testing." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117225383.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 284 p.; also includes graphics (some col.) Includes bibliographical references (p. 274-284). Available online via OhioLINK's ETD Center

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Teemant, Annela. "The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829.

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Moran, Renee Rice. "Impact of Standardized Testing on the Culture of Teaching." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3606.

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Marlow, Kimberly. "CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2710.

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The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessm

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Arcuino, Cathy Lee T. "The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master's students." Thesis, Colorado State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565474.

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<p> The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who graduated within 2006-2011. The total number of students records utilized were 793 (35.7% were female and 65.3% were male). </p><p> The study did not find a significant difference between TOEFL (paper-based, computer-based, and internet-based) a

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Graham, Meadow Sherrill. "Performing Identities as Literate Fourth Graders via (D)iscourse in a Testing-Driven Classroom." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/25.

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Students in every classroom construct a (D)iscourse of literacy that reflects not only who they are but their environment as well. (D)iscourses are more than just dialogues, rather they integrate not only the cultural values and norms of that situation, but also the specific language needs (Gee, 2001). Additionally, (D)iscourses reveal the internal narratives of individuals as they present themselves within context to others (Bruner, 2002). The No Child Left Behind Act of 2001 (NCLB) introduced new influences on school and classroom environments. NCLB implemented standardized, high-stakes test

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Jeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).

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Leasure, Debbie Dietrich. "The necessity of good writing criteria to the testing of writing." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9927.

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Khabbazbashi, Nahal. "An investigation into the effects of topic and background knowledge of topic on second language speaking performance assessment in language proficiency interviews." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:359c8956-4561-43a8-a7ae-eba1e0dab51c.

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This study explores, from a test validity perspective, the extent to which the two variables of topic and background knowledge of topic have an effect on spoken performance in language proficiency interviews. It is argued that in assessment contexts where topics are randomly assigned to test takers, it is necessary to demonstrate that topics of tasks and the level of background knowledge that test takers brings to these topics do not exert an undue influence on test results. Otherwise, a validity threat may be introduced to the test. Data were collected from 82 Farsi speakers of English who pe

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Her, Jia-Huey. "The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan." The University of Waikato, 2007. http://hdl.handle.net/10289/2809.

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The overall agenda for the research reported here grew out of semi-structured interviews with senior educational managers from a tertiary educational institution in Taiwan. These managers raised a number of issues, including the changing profile of tertiary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the

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McGroarty, John David. "Teachers? Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735421.

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<p> Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were create

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Payton, Lisa. "Teaching Practices That May Improve Student Achievement on the High School Assessment Program (HSAP) for English Language Arts." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2683.

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Students at an eastern United States high school have experienced low pass rates on the High School Assessment Program for English Language Arts (HSAP ELA) for the past 5 consecutive years. The HSAP ELA test is 1 of 2 exams that students must pass to receive a high school diploma. Students who failed the HSAP ELA were provided remedial content and test preparation courses and enrichment tutorials to pass the state's ELA high-stakes test. The purpose of this qualitative bounded case study was to explore the teaching practices used to improve student performance on the HSAP ELA test. The concept

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Lombaard, Malinda. "Task-based assessment for specific purpose Sesotho for personnel in the small business corporation." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/235.

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Prince, Nanette Marie. "Balanced literacy in primary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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McGroarty, John David. "Teachers' Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores." ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1702.

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Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to

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20

Wong, Andrea Jane. "Normative indicators for a black, Xhosa speaking population without tertiary education on four tests used to access malingering." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002597.

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Malingering has become an increasing concern in neuropsychological assessment in recent years, and a wide range of tests have been designed and examined for the purpose of detecting malingering. Cut-off scores have been recommended for these tests in order to provide indications of malingering performances. However, the derived scores have been in respect of westernised populations of people with relatively high levels of education who speak English as their first language. Accordingly, the current study aimed to attain normative data and cut-off scores for four commonly employed neuropsycholo

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Vawser, Juliet Rosemarie. "An experiment testing the Bolinger principle to teach gerunds and infinitives." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3853.

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A group of 101 ESL learners ranging in the mid to upper intermediate level was randomly distributed among two groups--experimental and control. They were given three tests prior to the experiment and three tests after treatment. Both groups were given the same contextualized materials. However, the experimental group was taught gerunds and infinitives using the Bolinger principle whereas the control group was taught gerunds and infinitives by list memorization. Two hypotheses were posed: 1. Teaching ESL learners gerunds and infinitives using the Bolinger principle will result in significant im

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Oyola, Tony. "The Impact of the SRA Corrective Reading Program on Standardized Testing." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1573.

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The implementation of effective reading programs for special education students is paramount for school success due to the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of Individual with Disabilities Education Act. One local school implemented the Science Research Associates Corrective Reading Program (SRACRP) because their special education students did not meet the required proficient or advanced reading scores on the Pennsylvania System of School Assessment (PSSA). The purpose of this quantitative within-group study was to determine if special and regular education studen

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23

Cockcroft, Rosanne. "Enhancing reading comprehension through metacognitive instruction for English Second Language (ESL) learners in the FET Band." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86593.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultu

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Tyacke, Marian. "Cognitive diversity in language teaching and testing a three-phase investigation of the relationships between learning style, learner behaviour and reading task performance." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337466.

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Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

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Arendse, Danille. "Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz language survey on matched sample groups." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/3156.

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The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP).In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa.The current study was a subset of the AB

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Canas, Baena Daniela A. "No Child Left Behind Leaves Behind English Language Learners." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/740.

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Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.

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Nicholls, Kristine Dianne. "A correlational study of reading comprehension in Spanish and English." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.

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Alabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).

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Ducher, Jeannie. "Experiences of Foreign Language Teachers and Students Using a Technology-Mediated Oral Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3542.

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The development of the speaking skill at the lower levels of proficiency is seldom assessed as a matter-of-fact in the foreign language classroom, for reasons of impracticality and difficulty of implementation. Although the practice of the speaking skill is an important part of current approaches to the teaching of foreign languages, issues of time and logistics often prohibit the direct evaluation of the skill in a manner consistent with best practices, which purport that practice and assessment must be closely aligned, and that students benefit from self-evaluation and teacher feedback. Clas

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Olivier, Johanna M. "Investigating literacy development among learners with a second language as medium of education : the effects of an emergent literacy stimulation program in Grade R." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1238.

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Thesis (DPhil (General Linguistics))—University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge. However, identifying children at risk for reading difficulties and providing timely and preventative intervention might be a good starting point to addressing this challenge. This study aimed at making a contribution to the existing body of literature on emergent literacy skills of learners who are educated in a second or additional language. The study investigated English Language Learners’ (ELLs) emergent literacy s

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Boone, Johanna. "What Matters Most? The Everyday Priorities of Teachers of English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4214.

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Teachers work within a context of competing stories, including pressures regarding English language learners (ELLs), a deficit view of teachers, and high-stakes testing and accountability, all of which impact teachers' emotions. Within this context, teachers prioritize what is most important to them. This self-study using narrative inquiry methods lays the author's stories of teaching alongside those of two other teachers of ELLs. The author conducted a series of interviews with the participants, analyzed the interviews for themes and tensions, negotiated meaning with participants, and created

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Hoyt, Kristin. "Teacher voice and participation in shaping large-scale standards-driven testing : the case of teacher involvement in the design and construction of a third year high school French end-of-course exam, based on The Indiana Academic Standards for Foreign Languages /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3202896.

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Leung, Fook-kay, and 梁復基. "The relationship between L1 and L2 proficiencies in a junior form of an Anglo-Chinese secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626469.

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Alsagoafi, Ahmad Abdulrahman. "An investigation into the construct validity of an academic writing test in English with special reference to the Academic Writing Module of the IELTS Test." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/10121.

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The International English Language Testing System (IELTS) is the world’s leading high stakes test that assesses the English Language Proficiency of candidates who speak languages other than English and wish to gain entry into universities where English is the language of instruction. Recently, over 3000 institutions in the United States accepted the IELTS test to be an indicator of language proficiency (IELTS, 2012a). Because of this preference for the IELTS test, and its worldwide recognition, there has been an increase in the number of students who are taking the test every year. According t

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Wargo, Alisa Ann. "The Relationship of Students' Perceived Levels of Self-Efficacy and Language Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3127.

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The problem addressed by this study was the relationship created by mandated English language curricula and state standardized tests and students' perceived levels of self-efficacy. Vygotsky's theories on thought and language development and Bandura's theories on self-efficacy were used as a theoretical lens for this study. The research question concerned the relationships between students' perceived levels of self-efficacy, gender, age, and grade point average (GPA) and language development when learning within a standards-based test-driven environment. The ELA portion of the State High Schoo

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Ssemakalu, John. "A case study of the implementation of the communicative approach to English second language progress testing in one secondary school in the Alexandria Circuit of the Eastern Cape Department of Education." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002645.

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This study explores the implementation of the communicative approach (CA) to English second language progress testing in an African secondary school which falls under the Eastern Cape Department of Education. The goal of the research is to establish how teachers access, conceptualise, and apply the CA to language testing in their specific working conditions. The report of the findings of the research reveals that teachers' understanding of the CA to testing differs from that of the linguists, curriculum designers, innovators, and syllabus writers. This is caused by a combination of factors inc

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Carrasco, Cecilia. "The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/319.

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Gardener, Malinda. "Support strategies used by foundation phase teachers to develop cognitive academic language proficiency." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2492.

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Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016.<br>The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate ho

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Alvarez, Dante. "Factors that may contribute to the placement of Latino English language learners in special education: Perceptions of Directors of Special Education in California." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/104.

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The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Dire

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Klop, Daleen. "The relationship between narrative skills and reading comprehension : when mainstream learners show signs of specific language impairment." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6755.

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Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011.<br>Bibliography<br>ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated

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Beckham, Semra. "Effects of Linguistic Modification Accommodation on High School English Language Learners’ Academic Performance." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/3.

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This applied dissertation was designed to explore the relationship between the language complexity of high school academic assessments and the language proficiency of English Language Learners (ELLs) in their academic achievement levels and to examine what accommodation strategies would be the most effective in reducing performance gaps between ELLs and non-ELLs that are due to language factors. Students designated ELL by the school where the study took place scored significantly lower than non-ELL students in teacher-created content area assessments and state-standardized tests. English for s

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Burke-Haug, Pamela. "Investigating the English Language Arts Placement of Struggling High School Freshmen." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1400.

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This qualitative case study addressed a suburban school district's placement of academically at-risk English language arts (ELA) 9th graders as the district transitions from the New Jersey Assessment of Skills and Knowledge (NJASK) to use of the unfamiliar and controversial Partnership for Assessment of Readiness for College and Careers (PARCC). Based on the theoretical frameworks of the zone of proximal development, cognitive apprenticeship, and Bandura's model of self-efficacy, the purpose was to understand the characteristics of struggling (labeled 'academic') ELA students, placement practi

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Newquist, Cathy. "The grammatic closure subtest of the ITPA as a screening device." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3708.

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Identification and selection of a speech-language caseload in the school setting can be a challenging task. The initial stages of caseload selection are usually in the form of a screening procedure. Although speech-language information is gathered at that time, information about its relationship to each student's academic status is usually not obtained. Such information would be useful in a setting that requires the provision of special education services to be justified from a basis of academic need.

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Rowles, Phillip Bruce. "Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/363274.

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Language Arts<br>Ed.D.<br>Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary

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Hynum, Barbara J. "Indigenously authored and illustrated literature: An answer to esoteric notions of literacy among the Numanggang adults of Papua New Guinea." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1719.

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Sparks, John S. "Syntactic complexity, error and the holistic evaluation of ESL student essays." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3842.

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This study was designed to test five hypotheses in order to answer the following general research questions: 1) Are measures of syntactic complexity valid indices of ESL writing quality as measured by the holistic rating of student essays? 2) Would a measure of frequency and seriousness of error reflect evaluators' perceptions of ESL writing quality?

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司徒天琦 and Tin-ki Tinky Seto. "The impact of the English language school-based assessment in the HongKong certificate of education examination on the teaching andassessment practices of teachers of secondary four lower-proficiencylearners: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241165.

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Koch, Kimberly Bonice. "Increasing fluency in struggling readers through newspaper reading." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3272.

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The focus on this study was on improving the oral reading fluency of third grade students who struggle in reading. One third grade teacher and six of her students participated in this 4 week study that examined the effect on fluency of newspaper reading and various constructive reading and engagement activites. These six students were assigned to an Optimal Learning Model pull-out fluency instruction using the newspaper as text. Results from the Developmental Reading Assessment instrument reveal significantly improved effects in the number if miscues, correct words per minute, and prosody for

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Milani, Tommaso M. "Debating Swedish : Language Politics and Ideology in Contemporary Sweden." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6831.

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