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By Charlene Rivera (Editor)

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Additional info for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)

Sample text

Some children showed the ability to use subordinating conjunctions in order to place one part of an event in the background for another, as in the following example from a fourth grader: 6. When the man went to drink his wine, the frog kissed him. On the other hand, some of the narratives use almost no interclausal connectors, as in the following 5th grade example: < previous page page_19 next page > < previous page page_20 next page > Page 20 7. The man's gonna catch the frog. Those other people are leaving.

Therefore, direct indications of proficiency were not obtained using this framework. " Samples of tapes were taken from those being elicited by the District through the 1980-81 school year. The procedure was to listen to a large number of tapes at first at each grade level from Grades K-5, then to select a smaller number of 15-20 for more intensive listening and discussion. During these discussions a smaller sample of about five to ten tapes per grade level was selected for detailed comparative description and analysis.

Clause Type as defined by Labov, particularly the distinction of Orientation and Complicating Action Clauses. 2. Verb Structures. 3. Interclausal Connectors. 4. Prosody. 5. Selection of Narrative Detail. Each of these will be discussed briefly, characterizing in a broad way the kinds of differences that were found. The importance of the combination of different strategies will then be considered, followed by an examination of their relevance to proficiency assessment. The discussion will conclude with < previous page page_17 next page > < previous page page_18 next page > Page 18 some comments and questions regarding the general nature of proficiency and the role of discourse analysis in helping researchers and educators to understand it.

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