Page 41 - Developmental Norms

Analysis of the Informal and Formal Bilingual RECEPTIVE

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
the other language, and/or in both languages.

Does the student perform age‐appropriate linguis c structures and language
abili es in English, in the other language, and/or in both languages? If so,
the student may have adequate language abili es for the classroom.

A specific linguis c structure
or language ability is incorrect
in English.

The error is a Does the student perform the linguis c structure or language ability in the other
developmental error, language?
one that may be
expected given the age
of the student. The
student can be expected
to develop the language
No, the student does not perform the linguis c Yes. Then the student will
ability given me.
structure or language ability in the other language. need to transfer this linguis c
Then the student may need accommoda ons and/ structure or language ability
or specialized teaching to acquire this linguis c to English, as is expected for
structure or language ability. all ESOL students.

Extension Tes ng: “Use extension tes ng … to learn more about the variables that
have contributed to the student’s errors. …Use extension tes ng to establish
condi ons under which the student can perform successfully.” (Page 16, CELF
manual) For PLS, try to teach the concept in an age‐appropriate item to see how
readily the student learns a new concept.

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