ERIC Number: ED234631
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
Report on the Study of Limited Language Proficiency.
The concepts of language proficiency, limited language proficiency, and comparably limited language proficiency are examined. Studies critical of the instruments used for making assessments according to these concepts are reviewed. The effects of these concepts on proposed legislation involving bilingual education are discussed. It is suggested that linguistic proficiency test results may be invalid because of problems in test administration and design or problems inherent in the child. A systematic attempt to describe the language behavior of comparably limited proficient children is suggested. Finally, it is hypothesized that (1) most language proficiency instruments are not an accurate indicator of actual language proficiency and school achievement; (2) studies of speech behavior would provide a more accurate diagnostic tool; (3) the comparably limited category is largely an artifact of inaccurate instrumentation and testing bias; and (4) school achievement does not directly correspond to tested or actual language proficiency. (Author/RW)
Descriptors: Bilingualism, Elementary Education, Language Proficiency, Language Tests, Test Bias, Test Construction, Test Interpretation, Testing Problems
National Center for Bilingual Research, 4665 Lampson Ave., Los Alamitos, CA 90720.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: National Center for Bilingual Research, Los Alamitos, CA.