Enhancing Secondary Education in the Central Valley: Success and Access for English Language Learners
The James Irvine Foundation
The James Irvine Foundation
If testing (rather than assessment) continues to prevail as what ‘counts’, and schools measure multilingual learners’ progress from only a restricted accountability perspective- that is from score to score- without considering the other purposes, audiences, and contexts for assessment, what ultimately serves as evidence of learning?
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The Center for Applied Linguistics (CAL) urges West Virginia University (WVU) to preserve its Department of World Languages, Literatures, and Linguistics.
Does the presence of multimodalities confound comprehension of text in testing situations, especially for multilingual learners? In this blog, we explore three of many ways multimodalities can positively impact classroom assessment for multilingual learners.
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Center for Applied Linguistics
Unclear, overly complex, or specialized language use can impede communication in a variety of societal contexts. It can limit accessibility
International Research & Studies, U.S. Department of Education