ERIC Number: ED226609
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Assessing Communicative Competence, Packet III. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets.
Calderon, Margarita; And Others
A teacher training packet (student's edition) on assessment of students in bilingual programs, is directed to undergraduate and graduate students and inservice participants. In addition to state-of-the-art reviews, the packet contains: a course syllabus, a pretest and answer key, a glossary, learning objectives, a list of recommended readings, learning activities, guidelines for discussion questions, and a posttest. Narrative sections are presented on the following topics: (1) linguistic trends since the 1950s; (2) limitations of testing instruments; (3) form versus function issues; (4) language proficiency assessment; (5) language proficiency assessment in bilingual programs; (6) English proficiency and exit criteria; (7) assessment of entry and exit criteria; and (8) processes for reclassifying students. A chapter by Jim Cummins is included entitled, "Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students." This chapter considers the importance of the concept of language proficiency to many issues involved in educating both language minority and majority students. (SW)
Descriptors: Academic Achievement, Bilingual Education, Bilingual Teachers, Communicative Competence (Languages), English (Second Language), Higher Education, Language Proficiency, Language Tests, Limited English Speaking, Linguistic Theory, Native Language Instruction, Second Language Learning, Spanish Speaking, Student Evaluation, Student Placement, Teacher Education
Evaluation, Dissemination and Assessment Center, Dallas Independent School District, Dallas, TX 75204 ($1.40).
Publication Type: Guides - Classroom - Learner; Reports - Research
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Evaluation, Dissemination and Assessment Center, Dallas.
Note: For related documents, see FL 013 515-520.