Assessment Tools to Differentiate between Language Differences and Disorders in English Language Learners

Autor/in	Shenoy, Sunaina
Titel	Assessment Tools to Differentiate between Language Differences and Disorders in English Language Learners
Quelle	In: Berkeley Review of Education, 5 (2014) 1, S.33-52 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	English (Second Language); Second Language Learning; Language Impairments; Language Skills; Learning Disabilities; Evaluation Methods; Tests; Board of Education Policy; School Districts; Online Surveys; Cognitive Tests; Language Tests; Bilingualism; Response to Intervention; English Language Learners; Student Evaluation; Test Bias; Teaching Methods; Disability Identification; Speech Language Pathology; Special Education Teachers; School Psychologists; Paraprofessional School Personnel; Professional Personnel; Standardized Tests; Elementary Secondary Education; California; Clinical Evaluation of Language Fundamentals; Expressive One Word Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Sprachkompetenz; Learning handicap; Lernbehinderung; Examination; Prüfung; Examen; School district; Schulbezirk; Kognitiver Fähigkeitstest; Language test; Sprachtest; Bilingualismus; Schulnote; Studentische Bewertung; Testkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Personalbestand; Standadised tests; Standardisierter Test; Kalifornien
Abstract	English language learners (ELLs) who are in the process of acquiring English as a second language for academic purposes, are often misidentified as having Language Learning Disabilities (LLDs). Policies regarding the assessment of ELLs have undergone many changes through the years, such as the introduction of a Response to Intervention (RTI) model, assessment in both first and second languages, and utilization of supplemental assessments. The purpose of this study is to take stock of the assessment tools and district policies that are in place to make a differential diagnosis. A total of 75 participants from California school districts, consisting of speech language pathologists, school psychologists, special educators, and paraprofessionals, completed an online survey. The results indicate that while professionals in the field utilize standardized cognitive abilities tests, informal assessments, and bilingual language tests as part of their assessment battery, there is still a need for bilingual language support and a standardized RTI model across schools and districts. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01