A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. Research Report. ETS RR-17-37

Autor/inn/en	Guzman-Orth, Danielle; Lopez, Alexis A.; Tolentino, Florencia
Titel	A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. Research Report. ETS RR-17-37
Quelle	In: ETS Research Report Series, (2017), (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Bilingualism; Second Language Learning; English Language Learners; Spanish Speaking; Language Skills; Reading Skills; Literacy; Kindergarten; Language Usage; Language Acquisition; Young Children; Early Childhood Education; Student Evaluation; Evaluation Methods; Language Tests; Cultural Relevance; Student Diversity; Testing; Scoring + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Sprachaneignung; Spracherwerb; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulnote; Studentische Bewertung; Language test; Sprachtest; Testdurchführung; Testen; Bewertung
Abstract	Dual language learners (DLLs) and the various educational programs that serve them are increasing in number across the country. This framework lays out a conceptual approach for dual language assessment tasks designed to measure the language and literacy skills of young DLLs entering kindergarten in the United States. Although our examples focus on Spanish-English DLLs, we anticipate that our recommendations could be broadly applied to other language combinations with appropriate adaptations for each language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01