The authors wish to thank Dr. Behnosh Najafi, Dr. Laida Restrepo, and Dr. Martha Zaslow for their helpful comments on earlier drafts of this article.
Assessing Preschool Dual Language Learners: Traveling a Multiforked Road
Article first published online: 11 FEB 2011
© 2011 The Authors. Child Development Perspectives © 2011 The Society for Research in Child Development
Child Development Perspectives
Volume 5, Issue 1, pages 28–32, March 2011
How to Cite
Peña, E. D. and Halle, T. G. (2011), Assessing Preschool Dual Language Learners: Traveling a Multiforked Road. Child Development Perspectives, 5: 28–32. doi: 10.1111/j.1750-8606.2010.00143.x
- Issue published online: 11 FEB 2011
- Article first published online: 11 FEB 2011
- English language learners (ELL);
- dual language;
Abstract— This article explores linguistic, cultural, and contextual factors that may present significant challenges to the accurate assessment of capabilities of preschool dual language learners (DLLs). This discussion includes an examination of (a) differences between “cultures” of home and school and their implications for assessing DLL children’s development, (b) content and language(s) used for assessments of children’s development, and (c) the ability of extant standardized assessments to provide accurate portrayals of DLL children’s abilities. The article concludes with recommendations for improving the accurate assessment of DLL preschoolers, and for the development of an expanded research agenda.