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problems. Teachers may be less willing to risk censure for referring minority children withlearning and behavior problems.Other prior research tells us that in referring a child to special education, the child's educationalachievement and overall ability may not be as important as we usually think. The teacher'sdegree of concern about the child's special needs may be a more important factor (Ysseldyke &Algozzine, 1981). The results of our study indicate that referred children and those not referreddo not differ in achievement or ability, but teachers have very subjective degrees of concern.Although they didn't differ much on their education profile, all children were referred for "academic"reasons rather than for "behavior" or other reasons. The implications are that regularclassroom teachers need improved training in the identification of learning problems among theculturally and linguistically different. Having more and better alternative programs may be indicated.Also, assisting teachers in utilizing more effective instructional strategies prior to referralmay also help. As a result of this study, such a teacher assistance and child intervention processwas developed and is available.In conclusion, culturally and linguistically different children are being referred to specialeducation programs, for reasons other than educational underachievement. The results andconclusions of this study provide guidance in developing appropriate training for schoolpersonnel in the identification, referral and instruction of culturally and linguistically diversepopulations in public schools.© 2008 Dr. Catherine CollierAll Rights Reserved142
Article V.1 Assessment in ESL & Bilingual EducationGary R. Hargett, Ph.D. NWREL’s Comprehensive Center, Region X. August 1998. Northwest RegionalEducational LaboratoryIntroductionAssessment plays a key role in every aspect of programs for limited-English-proficient (LEP)levels of service, monitoring their progress, improving the programs that serve them, anddeciding when a special program is no longer needed. This paper offers a nontechnicaldiscussion of why, when, and how to assess LEP students. It does not pretend to be exhaustive,but it provides a foundation in the issues program planners should consider in selecting theirassessment approaches.The paper is structured around the purposes of testing in bilingual education and English as asecond language. Different instruments, including specific published tests, are listed and brieflydescribed for language proficiency assessment, achievement testing, and assessment for specialeducation. However, readers should take time to read the sections of the paper on “Asking theRight Testing Questions,” “When to Assess,” and “Defining Second-Language Proficiency” inorder to put those instruments in perspective. In fact, readers are encouraged to take the time toread the entire paper because it embeds various theoretical, instructional, and data-managementissues within the context of different instruments and assessment strategies.Two terms used throughout the paper have sparked some controversy: “limited Englishproficient (LEP)”and “alternative program of instruction.” Many people object to the termlimited English proficient because it defines students in terms of their limitations, what theycannot do as opposed to what they can do. The term “English-language learner” has begun toreplace it, and occasionally, it is used in this paper. However, LEP is used here because it iscommonly recognized and is used in the Improving America’s Schools Act and other federal andstate official documents. An “alternative program of instruction” for LEP students does notimply alternative education in the same sense that it is often used for at-risk students. The term isused by the U.S. Office for Civil Rights and in this paper to refer to strategies that overcomebarriers to equitable education based on language differences. The “alternative program” refersto instructional strategies, not to curriculum. LEP students are entitled to access to the samecurriculum and other programs and services as all other students.Asking the Right Testing Questions“Asking the right questions” means being clear about what purposes a test will serve before it isselected and used. Two “what” questions should guide the selection process:What information about a student is needed?What will that information be used for?These two “what” questions must be answered before the more common “how” questionsteachers usually ask regarding how to assess English proficiency, how to assess native-languageliteracy, how to assess academic achievement, etc.© 2008 Dr. Catherine CollierAll Rights Reserved143
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
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arises from the efforts to abstract
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Article II.2 Cross-Cultural Communi
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males who can serve as positive rol
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Understanding another culture is a
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Pets and AnimalsWhich animals are v
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to teach standard English is reflec
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Asking personal questions of a pers
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Using Cross Cultural Communication
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Why Do Nonstandard English-Speaking
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Before beginning to teach standard
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• Negative attitudes toward low p
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New standardized tests and assessme
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Each of the behaviors listed above
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Article II.3 Hard Work Hypothesis:
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each point higher in SES, students
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This case does not provide strong s
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Article II.4 Language Acquisition a
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1992, p. XI). These researchers, wh
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comprehend a word within a specific
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more to the truthfulness of the chi
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Page 127 and 128: Daily Realities RecappedThe above v
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