Abstract
Among the several forms of accommodations used in the assessment of English language learners (ELLs), language-based accommodations are the most effective in making assessments linguistically accessible to these students. However, there are significant challenges associated with the implementation of many of these accommodations. This article reviews studies that explain the impact of language factors on the assessment of ELLs, presents major forms of language-based accommodations, and discusses how computers can assist in the proper administration of these accommodations.
ACKNOWLEDGMENTS
The author thanks Dr. Nancy Ewers for her excellent suggestions for revisions as well as for her contribution to the literature review section of the article. The author also thanks Kimberly Mundhenk for her very useful suggestions and revisions.