Page 40 - Developmental Norms

Analysis of the Informal and Formal Bilingual EXPRESSIVE

Language Assessment

Conduct informal and formal language assessment in English and in the other language.

Perform an item analysis of the formal assessment and a similar analysis of the informal assessment.

A specific linguis c structure or language ability in correct in English.

Add this linguis c structure or language ability to the list of linguis c
structures or language abili es that the student can perform in English, in
Spanish, and in both languages.

A specific linguis c structure Does the student perform age‐appropriate linguis c structures and
or language ability is incorrect language abili es in English, in Spanish, and/or in both languages? If so, the
in English. student may have adequate language abili es for the classroom.

Consult Appendix A, English CELF manual and informa on in Bilingual Buzz to determine if
The error is a
the error reflects the influence of the other language on English. Ask the interpreter if the
developmental
error reflects the structure of the other language. Search the web for informa on regarding
error, one that
the structure of the other language.
may be expected
given the age of
the student. The
The error demonstrates the influence of the other
student can be The error is atypical. It is an error
language on English. The error is predictable given
expected to that is not expected from
the structure of the other language. The student
develop the students learning English as a
will need to learn to correct the error as is
language abili8ty second language. The error is
expected of all students learning English as a
given me. not predictable given the
second language. Do not score these dialectal
structure of the other language.
varia ons as incorrect on standardized tes ng.
Does the student perform
No, the student does not perform the linguis c structure or language ability in the linguis c structure or
the other language. Then the student may need accommoda ons and/or language ability in the other
specialized teaching to acquire this linguis c structure or language ability. language?

Yes. Then the student will
Extension Tes ng may be helpful in refining goals and objec ves, in determining
need to transfer this linguis c
effec ve accommoda ons, and in developing specialized teaching objec ves and
structure or language ability
strategies that may be helpful to the student. See CELF manual for extension
to English, as is expected for
tes ng. For PLS, try to teach the concept in an age‐appropriate item to see how
all ESOL students.
readily the student learns a new concept.

Find more great resources at www.bilinguis cs.com. Copyright 2019 40