ERIC Number: ED384224
Record Type: RIE
Publication Date: 1995-Feb
Influence of Evaluators' Prior Academic Knowledge and Beliefs on the Diagnosis of Cognitive and Language Development in Bilingual Hispanic Kindergartners.
Gonzalez, Virginia; Felix-Holt, Maria
The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive-linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied educational implications of this case study for improving our current practices when assessing language-minority students. (Contains 19 references.) (Author)
Descriptors: Bilingual Education, Bilingualism, Case Studies, Change Agents, Cognitive Development, Cultural Influences, Diagnostic Tests, Educational Diagnosis, English (Second Language), Hispanic American Students, Hispanic Americans, Kindergarten, Kindergarten Children, Language Acquisition, Language Attitudes, Measurement Techniques, Minority Groups, Personality, Personality Traits, Primary Education, Questioning Techniques, Spanish Speaking, Student Evaluation, Student Placement, Teacher Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Bilingual Education (24th, Phoenix, AZ, February 14-18, 1995).