Functional bilingualism: Definition and ways of assessment

Olga V. Nagel; Irina G. Temnikova; Judith Wylie; Natalia F. Koksharova

doi:10.1016/j.sbspro.2015.11.625

Functional bilingualism: Definition and ways of assessment

Olga V. Nagel, Irina G. Temnikova, Judith Wylie, Natalia F. Koksharova

Research output: Contribution to journal › Article › peer-review

Abstract

The purpose of the article is to research an issue concerning the bilingual status of students majoring in English as a foreign language at Tomsk State University and similar universities. The authors focus on a brief description of types of bilingualism to define the category best suited to the EFL students and discuss the complementing uses of traditionally accepted (TOEFL+ etc.) and alternative language assessment procedures (The Peabody Picture Vocabulary Test) for the stated target group to assess their competence in international education and balanced cross-cultural communication.

Original language	English
Pages (from-to)	218-224
Number of pages	7
Journal	Procedia - Social and Behavioral Sciences
Volume	215
DOIs	https://doi.org/10.1016/j.sbspro.2015.11.625
Publication status	Published - 08 Dec 2015

Bibliographical note

International Education and Cross-Cultural Communication, Problems and Solutions, IECC 2015, 9-11 June 2015, Tomsk, Russia

Keywords

Bilingualism
foreign language competence
standardised tests

ASJC Scopus subject areas

Linguistics and Language
Education

UN SDGs

This output contributes to the following Sustainable Development Goal(s)

Access to Document

10.1016/j.sbspro.2015.11.625

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AU - Temnikova, Irina G.

AU - Wylie, Judith

AU - Koksharova, Natalia F.

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KW - foreign language competence

KW - standardised tests

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