Abstract
Many of the uses of assessment are common to all students, but some uses are unique to language-minority students (August and Hakuta, 1997). Common purposes of language and literacy assessments are to inform instruction, monitor and compare student performance, and identify students eligible for special services (e.g., Title I, speech and hearing services, special education, enrollment in accelerated or gifted programs). Unique purposes of language and literacy assessments for language-minority students include the identification of students with limited English proficiency (LEP), placement in instructional programs designed for English-language learners (e.g., bilingual education and programs in English as a second language [ESL]), monitoring or evaluation of Englishlanguage development, and decisions on when English-language learners should be reclassified as fully proficient.
Original language | English (US) |
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Title of host publication | Developing Literacy in Second-Language Learners |
Subtitle of host publication | Report of the National Literacy Panel on Language-Minority Children and Youth |
Editors | Diane August, Timothy Shanahan |
Publisher | Routledge |
Chapter | 20 |
Pages | 597-624 |
Number of pages | 28 |
ISBN (Electronic) | 9781315094922 |
ISBN (Print) | 9780805860764, 9780805860771 |
DOIs | |
State | Published - Jul 5 2006 |
ASJC Scopus subject areas
- General Social Sciences
- General Arts and Humanities