Linguistic Complexity, Schematic Representations, and Differential Item Functioning for English Language Learners in Math Tests

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item response theory difficulty parameters in a state fourth-grade math test. This study revealed that the greater the item nonmathematical lexical and syntactic complexity, the greater are the differences in difficulty parameter estimates favoring non-ELLs over ELLs. However, the impact of linguistic complexity on DIF is attenuated when items provide nonlinguistic schematic representations that help ELLs make meaning of the text, suggesting that their inclusion could help mitigate the negative effect of increased linguistic complexity in math word problems. Assuring valid and fair assessments of subject-based skills for students who are not profi-cient in English is one of the most pressing and challenging issues confronting large-scale educational assessment today. English language learners (ELLs) are a very rapidly growing student group in U.S. public schools. Whereas the general school population increased about 12 % in the last decade, ELL enrollment has more than doubled (Kindler, 2002). In 2002