Late-Arriving English Learners: Improving Educational Outcomes Through a New Translanguage Assessment Design

• In Event: Roundtable Session 19
  In Roundtable Session: Research on the Assessment of English Learners

Abstract

Late-arriving English learner (LA-EL) students arrive in the U.S. in the 5th grade or later with limited English proficiency and sometimes with disruptions in their formal education. Educators have limited information about the academic needs of LA-EL students and how to respond appropriately through instruction. The central goal of this project was to explore a new test modification called the “translanguage” assessment, where LA-EL students are permitted to respond to essay questions in any combination of English and a home language. We found the format was realtively easy to implement and understood by students. The results of this study will help educators better understand the academic preparation that LA-EL students bring to the U.S. and promote better instruction.

Authors

• Joni M. Lakin, Auburn University

• Leigh Garrison-Fletcher, LaGuardia Community College - CUNY