Impact of family language and testing language on reading performance in a bilingual educational context

Background: When different languages co-exist in one area, or when one person speaks more than one language, the impact of language on psychological and educational assessment processes can be considerable. The aim of this work was to study the impact of testing language in a community with two official languages: Spanish and Basque. Method: By taking the PISA 2009 Reading Comprehension Test as a basis for analysis, four linguistic groups were defined according to the language spoken at home and the test language. Psychometric equivalence between test forms and differences in results among the four language groups were analyzed. The comparison of competence means took into account the effects of the index of socioeconomic and cultural status (ISEC) and gender. Results: One reading unit with differential item functioning was detected. The reading competence means were considerably higher in the monolingual Spanish-Spanish group. No differences were found between the language groups based on family language when the test was conducted in Basque. Conclusions: The study illustrates the importance of taking into account psychometric, linguistic and sociolinguistic factors in linguistically diverse assessment contexts. Keywords: PISA, testing language, family language, metric equivalence. Impacto del idioma familiar y del idioma del test sobre la comprension lectora en un contexto educativo bilingue. Antecedentes: en areas en las que coexisten mas de un idioma, o en aquellas en las que una persona habla mas de un idioma, el efecto del lenguaje sobre los procesos de evaluacion educativa o psicologica puede ser considerable. El objetivo del trabajo fue estudiar el impacto del idioma de administracion de un test en una comunidad bilingue con dos idiomas oficiales, el espanol y el euskera. Metodo: tomando como base del analisis la prueba Comprension Lectora de PISA 2009, se definieron cuatro grupos linguisticos en funcion del idioma familiar y del idioma del test. Se analizaron la equivalencia psicometrica entre las versiones idiomaticas y las diferencias entre los grupos. Los analisis tuvieron en cuenta el sexo y el indice de estatus socioeconomico y cultural (ISEC). Resultados: se detecto una unidad de lectura con funcionamiento diferencial. La comparacion de los promedios de competencia lectora mostro resultados significativamente superiores en el grupo monolingue espanol-espanol. Cuando el test se administro en euskera no se observaron diferencias entre los grup