ERIC Number: ED213458
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Language Assessment for Limited English Speakers in Vocational Programs.
An overview of issues in bilingual vocational education and language assessment is related in this paper to the Limited English Speaking (LES) Program at Mesa Community College (MCC). First, problems with traditional approaches to LES students are cited. Then, the goals of Vocational English as a Second Language (VESL) are discussed and necessary program components are enumerated, including vocational training provided in English and the student's native language, bilingual job-related instructional materials, and cooperation between vocational and ESL instructors. Next, research in second-language learning is reviewed with emphasis on the success of context-embedded approaches which focus on that which is immediately necessary, relevant, and useful for the student. Characteristics of LES students at MCC are considered next, including age, sex, marital status, place of birth, educational and vocational background, and vocational interests. A composite student profile is also provided. Next, questions are identified to be considered in choosing language assessment instruments, including who will be tested, for what purpose, what should the test measure, how measurements will be made, and what tasks should the tests require. Then, problems with proficiency tests are enumerated and assessment tests used by MCC are listed. Finally, recommendations on the selection of language-competency measures are made. (KL)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Mesa Community Coll., AZ.