Module 1: Introduction
When ELLs are given an assignment written in English for any content area, they are also indirectly being assessed for English. While language is a code consisting of abstract symbols and sounds that connect to meaning, the words are the vehicle to the concepts. Albert Einstein most likely would have failed a simple math test written in Chinese due to the simple fact that he could not discriminate the Chinese language code. Before Einstein could access the math content, he would have to gain some understanding of the Chinese language. Similarly, when ELLs are given an assignment written in English, they are faced with the challenge of navigating through the code of English to access the content that is actually being assessed. An Arabic speaking student who is very strong in mathematics in her first language will first have to understand numbers and mathematical terms written in English before she can even get to the computations!
ELLs face a triple challenge in school. To be successful, ELLs must:
- Develop proficiency in a new language – English
- Master academic content in English and meet grade-level standards across the curriculum at the same time they are acquiring English
- Master the cultural code, including the rules of the environment in which they find themselves (Sánchez, 2002)
This week we will discuss the impact of cultural and linguistic factors on the assessment of ELLs. We will review the standards on testing individuals of diverse linguistic backgrounds from the Standards for Educational and Psychological Testing. We will also analyze the implications of the various stages of language acquisition on assessment and read about recognizing cultural and linguistic biases in testing.
