Language and literacy assessment record for English Learners in bilingual education: A framework for instructional planning and decision-making

ABSTRACT

Planning language and literacy instruction and supplemental intervention for English Learners (ELs) in bilingual education programs begins by assessing their current performance, strengths, and needs. However, current functioning must be interpreted in relation to past performance and the nature and quality of instruction students have received over time. This article presents guidelines for assessing ELs and recommends the Language and Literacy Assessment Record for English Learners (LLAREL) as a holistic, retrospective framework for documenting students' educational histories, native language and English development, and academic achievement in both languages, longitudinally. Suggestions for interpreting LLAREL data are offered in the context of (a) planning core instruction, (b) identifying students experiencing learning difficulties, (c) designing supplemental interventions, and (d) making special education referral decisions.

KEYWORDS:

• Bilingual education
• English Learners
• instructional planning
• language assessment
• literacy assessment

Notes

1. English Learners are referred to by a variety of terms, including English Language Learners, Emergent Bilinguals, and Limited English Proficient (LEP) students, although the latter is not a preferred term.

2. For the purposes of this article, bilingual education programs are defined as those in which students are taught in both their native language and in English. Such programs encompass a number of different program models.

3. Although ELs may speak two or more languages or dialects, for the purposes of this article, L1 refers to the student's primary or native language and L2 refers to English.

Additional information

Notes on contributors

Alba A. Ortiz

Notes on contributors

Alba A. Ortiz is professor emerita at the University of Texas at Austin. Her current research interests include multitiered systems of support for English Learners and distinguishing linguistic and cultural differences from language/learning disabilities.

Phyllis M. Robertson

Phyllis M. Robertson is an assistant professor at Texas A&M University–Corpus Christi. Her research focuses on preparing teachers to provide culturally and linguistically responsive instruction, early intervention, and special education services in public school environments.

Cheryl Y. Wilkinson

Cheryl Y. Wilkinson is an educational consultant. Her primary research interest is the assessment of bilingual students.