Language Assessment of Students Who are Linguistically Diverse: Why a Discrete Approach is Not the Answer

Abstract

This article reviews relevant issues from the fields of bilingual and special education as they relate to the language assessment of students who are linguistically diverse. A description and analysis of traditional language assessment (e.g., discrete point tests) is presented. In addition, two alternative approaches — descriptive and dynamic — are explored to meet the challenges facing language assessment of students who are linguistically diverse for eligibility, placement, and instructional decision making. Finally, recommendations are proposed for the valid use of language assessment to better inform school psychologists who interact with speech language pathologists involved in the language assessment of students who are linguistically diverse.