<p>South Africa&rsquo / s Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Mu&ntilde / oz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers...</p>

<p>South Africa&rsquo / s Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Mu&ntilde / oz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers...</p>

<p>In addition to replicating examinations of gender bias in the diagnosis of all cluster B personality disorders (PDs), this is the first study to examine the extent to which patient sexual orientation biases the diagnosis of antisocial, histrionic, and narcissistic PDs as well as whether or not such sexual orientation bias differs by patient gender. Furthermore, this study is the first to examine how such gender and sexual orientation biases are moderated by (1) the model of personality pathology used (i.e., traditional DSM vs. dimensional Alternate Model of Personality Disorders [AMPD]) and (2) measurement specificity (i.e., global PD measurement vs. symptom-level measurement). To undertake these examinations, it utilized a vignette describing a patient whose gender identification (man or woman) and sexual orientation (heterosexual or gay/lesbian) were experimentally manipulated. Clinicians (<em>N</em>=435) were randomly assigned to examine one of the resultant four vignettes, after which they each completed three measures of personality pathology. Though there was evidence of gender bias, such bias was twice-to-four times as weak as gender bias found in past similar studies. There was no evidence of significant diagnostic bias based on patient sexual orientation and sexual orientation bias did not differ by patient gender. Broadly, neither gender nor sexual orientation bias was moderated by the model of personality pathology underlying the measures used, by the specificity with which the pathology was measured, or by clinician characteristics (i.e., age, gender, sexual orientation, licensure status, race). Results suggest a decrease in gender and sexual orientation bias within experimental contexts relative to that which was found by prior studies. Further examinations should elucidate the mechanisms moderating diagnostic bias. </p>