1. Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment

2. 2 Basic Components of Oral Language ~~ Focus for Assessment~~ Receptive Language: understanding spoken language Receptive Language: understanding spoken language Inner Language: using language for thinking, planning, cognition Inner Language: using language for thinking, planning, cognition Expressive Language: formulating feelings and ideas into words and sentences that are spoken Expressive Language: formulating feelings and ideas into words and sentences that are spoken ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Oral language is also analyzed by: Oral language is also analyzed by: Content: involves the language code; vocabulary use, word retrieval, figurative language Content: involves the language code; vocabulary use, word retrieval, figurative language Form : involves the structured rule system; phonemes, morphemes, syntax Form : involves the structured rule system; phonemes, morphemes, syntax Use : involves the function/purpose of oral communication; ability to adjust language to accommodate audience/setting Use : involves the function/purpose of oral communication; ability to adjust language to accommodate audience/setting

3. 3 Speech vs. Language disorders These disorders can affect the way children talk, understand, analyze and process information. These disorders can affect the way children talk, understand, analyze and process information. Speech disorders impact the clarity, voice quality, and fluency of a child's spoken words. Speech disorders impact the clarity, voice quality, and fluency of a child's spoken words. Language disorders can affect a child's ability to hold meaningful conversation, understand others, problem solve, read and comprehend, and express thoughts through spoken or written words Language disorders can affect a child's ability to hold meaningful conversation, understand others, problem solve, read and comprehend, and express thoughts through spoken or written words

4. 4 Types of Speech Disorders Articulation disorder – problem pronuncing individual and combined sounds in words characterized by sound errors Articulation disorder – problem pronuncing individual and combined sounds in words characterized by sound errors (e.g., sound omissions, additions, substitutions, or distortions). (e.g., sound omissions, additions, substitutions, or distortions). Voice disorder - problem when the pitch, loudness, or quality calls attention to itself rather than to what the speaker is saying. Voice disorder - problem when the pitch, loudness, or quality calls attention to itself rather than to what the speaker is saying. Fluency disorder – problem when normal speech is characterized by chronic, not the occasional, interruptions in flow. Stuttering is most common and recognized type. Fluency disorder – problem when normal speech is characterized by chronic, not the occasional, interruptions in flow. Stuttering is most common and recognized type. Intelligibility - how well the child is able to be understood. Intelligibility - how well the child is able to be understood.

5. 5 Assessment of English Language Learners (ELL) FACTS About ELLs: FACTS About ELLs: Students whose first language is not English - students just beginning to learn English and those who already developed considerable proficiency Students whose first language is not English - students just beginning to learn English and those who already developed considerable proficiency Significant and growing portion of the school-aged population Significant and growing portion of the school-aged population High risk for misdiagnosis & overrepresentation in special education High risk for misdiagnosis & overrepresentation in special education

6. 6 Academic Language Proficiency Basic Interpersonal Communication Skills (BICS) Basic Interpersonal Communication Skills (BICS) language proficiency in everyday communicative contexts, aspects of language proficiency acquired naturally and without formal schooling. Average ELL takes about two years to acquire BICS. language proficiency in everyday communicative contexts, aspects of language proficiency acquired naturally and without formal schooling. Average ELL takes about two years to acquire BICS. Cognitive Academic Language Proficiency (CALP) Cognitive Academic Language Proficiency (CALP) language proficiency in academic situations, or those aspects of language proficiencies that emerge and become distinctive with formal schooling. Average ELL takes approximately 5-7 years to develop CALP. language proficiency in academic situations, or those aspects of language proficiencies that emerge and become distinctive with formal schooling. Average ELL takes approximately 5-7 years to develop CALP.

7. 7 Assessment for Culturally and Linguistically Diverse Learners Must be culturally sensitive Must be culturally sensitive Tests need to be standardized with a minority population, if possible Tests need to be standardized with a minority population, if possible Norms need to be current Norms need to be current Use of an interpreter may be necessary Use of an interpreter may be necessary

8. 8 Criteria Required for Fair Assessment Trained evaluator Trained evaluator Tests must be technically adequate Tests must be technically adequate Instruments free of racial and cultural bias Instruments free of racial and cultural bias Conducted in native language whenever possible Conducted in native language whenever possible Interpreter Interpreter Comprehensive evaluation focused on student’s needs and involve qualified evaluators Comprehensive evaluation focused on student’s needs and involve qualified evaluators Collect baseline data and authentic assessment Collect baseline data and authentic assessment Look at language functioning in native language and English Look at language functioning in native language and English

9. 9 Test Considerations for English Language Learners Obtain information across a variety of contexts Obtain information across a variety of contexts Use informal, authentic measures Use informal, authentic measures Record review Record review Include standardized language proficiency tests to track progress in English mastery Include standardized language proficiency tests to track progress in English mastery Note expressive and receptive English language classroom functioning Note expressive and receptive English language classroom functioning Obtain parental input on language development Obtain parental input on language development Interview in native language to note conversational skills and comparison of both languages Interview in native language to note conversational skills and comparison of both languages Obtain authentic assessments Obtain authentic assessments