Techniques for assessing test validity and reliability are applied to an analysis of an unpublished test, in order to familiarize test users in local bilingual programs with the technical evidence that should be available for instruments of potential use in placing limited English-speaking students. The instrument studied, the Language Assignment…

An examination of measures currently used to assess degree of bilingualism in individuals looks at the problems inherent in them, ideal measures, and how to use available measures. It is suggested that definition of bilinguality is a central cause for measurement problems, since a bilingual is assumed to be the sum of two monolinguals, without…

Assessment of the Spanish-speaking bilingual child's language dominance is essential to bilingual education, but to date there is no universally accepted way of doing this. There are many tests on the market which purport to measure language dominance and achievement, and which involve various criteria and methods. This paper describes four tests,…

This paper deals with measurement of language dominance at the early-childhood level using a rating scale to help bilingual programs with student classification and placement. Some of the assumptions unique in the measurement of language dominance are discussed and applied to the validation procedure on a Spanish/English language dominance scale…

This article discusses a battery of tests, the "Short Tests of Linguistic Skills," which was developed by the Chicago Board of Education to help teachers determine the language dominance of Spanish bilingual children between the ages of 8 and 13. (CFM)

This paper examines the usage of testing instruments to identify the language and dialect dominance of children. In order not to misuse language assessment tests, a careful distinction must be made between the terms "language proficiency,""language preference," and "relative language proficiency." Differences in the several types of language…

The development of the English as a Second Language Assessment Battery (ESLAB) was based on needs indicated by achievement and placement statistics. The selection of the proficiency skills (listening, speaking, reading, and writing) was supported by changing views in language assessment and by legislation. Andrew D. Cohen's language model was…

A book on second languages in primary education, designed to assist both classroom teachers and language specialists, is presented. The following topics are addressed: (1) reasons for studying a second language; (2) reasons for children to learn a second language; (3) language choices; (4) qualifications of teachers; (5) FLES, bilingual education,…

Summarizes some of the findings of recent study of tests designed to determine the English language proficiency of nonnative speakers. (CFM)

Problems and issues in the field of native language proficiency assessment for Asian American students are examined. Language skills assessment in both English and the native language is a crucial step in the provision of equal educational opportunity to language minority students. Language assessment for Asian Americans, the fastest growing group…

Numerous instruments used by school districts to assess language dominance are not designed to determine either language dominance or proficiency. Nor do they yield sufficient data for appropriate program placement. One example of such an instrument is the Del Rio Language Screening Test (DRLST), designed to screen children of three to seven years…

Because of the recent Lau vs. Nichols decision by the Supreme Court, school districts will be looking for various instruments to determine language functionality in bilingual students. Nine tests are reviewed: the Leiter International Performance Scale (LIPS), the Michigan Oral Language Productive Tests Structured Response, the Michigan Oral…

A study investigated whether teaching techniques and the use of self-evaluation tended to increase student motivation and second language proficiency. Subjects were 59 high school Honors Spanish 4 students with varying levels of academic ability, motivation, and proficiency, and included both non-native and English-dominant Spanish speakers. The…

The Spanish/English Language Performance Screening (S/ELPS) was designed to assist the preschool and early elementary classroom teacher in objectively determining each child's dominant oral language for initial instruction. This report summarizes the development and testing performed in order to revise and validate the measure. After an intensive…

Compiled for educators who evaluate limited-English proficient (LEP) students, this directory lists over 200 tests available in 19 languages in addition to English. Tests are listed alphabetically by language, with a description that provides the name of the instrument, area tested, purpose of the test, grade or age level for which the test is…