Alternative Assessment Practices for School-Age English Language Learners

2007 ◽  
Author(s):  
Virginia M. Gonzalez ◽  
Liliana Minaya-Rowe
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Alternative Assessment ◽  
English Language ◽  
Assessment Practices ◽  
School Age

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 99-106 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Elizabeth Rivera ◽  
Terrie Kate Rierson
Keyword(s):  
English Language Learners ◽  
Response To Intervention ◽  
Language Learners ◽  
English Language ◽  
Dynamic Assessment ◽  
School Age ◽  
Language Differences ◽  
Idea 2004 ◽  
Rti Model

Response to Intervention (RtI) has been recommended in IDEA (2004) as an alternative approach for addressing the needs of all learners. This article discusses the role of dynamic assessment (DA) within the RtI Model for school-age English Language Learners (ELLs). This article provides an overview of DA and RtI, notes their similarities and differences, and discusses the usefulness of DA and RtI in helping speech-language pathologists (SLPs) discriminate language differences from language disorders and monitor progress in ELLs. A case study is presented to demonstrate how SLPs can use DA and RtI in the assessment of ELLs.

Assessment Practices of Multi-disciplinary School Team Members in Determining Special Education Services for English Language Learners

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Garrett Sadowski ◽  
Rob O’Neill ◽  
Doug Bermingham
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Assessment Practices ◽  
Special Education Services ◽  
Team Members ◽  
Education Services ◽  
Study Support

AbstractMultidisciplinary team members were surveyed to identify the frequency with which they use recommended assessment practices, how they interpret assessment information, and their confidence working with English Language Learners (ELLs) for the purpose of determining possible eligibility to receive special education services. Results of this study support the idea that recommendations from the literature are being increasingly put into practice by professionals working directly with students. Findings also indicate that professionals benefit from higher education and in-service trainings that focus specifically on issues relating to the assessment of ELLs for the determination of possible provision of special education services. Furthermore, results support the importance of multidisciplinary collaboration.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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