Assessing Language and Literacy for Spanish–English Dual Language Learners in Kindergarten

• In Event: 46.031 - The Intersecting Roles of Policy, Practice, and Research in Adopting a Statewide Kindergarten Readiness Assessment

Abstract

1. Objectives or purposes
To discuss how the Illinois statewide observational assessment of children’s progress in kindergarten assesses Spanish-English dual language learners’ language and literacy development.

2. Perspective(s) or theoretical framework
Dual language learners (DLLs) are learning two or more languages while continuing to develop their first (or home) language. The significant growth of the population of young DLLs nationwide brings the need for assessment of their learning and development that takes into account their linguistic, cultural, social and developmental attributes (Espinosa, 2010). To accurately measure the competencies and abilities of DLLs across developmental domains, assessment must be conducted in both their first language and English (Peña & Halle, 2011).

3. Methods, techniques, or modes of inquiry
The state of Illinois has implemented Kindergarten Individual Development Survey (KIDS), a statewide observational assessment system to document individual child progress. Research has shown that teachers can be highly reliable in determining a child's level of language proficiency and English usage based on their own observations (Gutierrez-Clellen & Kreiter, 2003). Additional input from other teachers, staff, or family members can contribute to understanding a child's language proficiency (Gutierrez-Clellen, Restrepo, & Simon-Cereijido, 2006).

4. Data sources, evidence, objects, or materials
For DLLs, KIDS requires evidence of abilities in English and/or another language for all domains, including the Language and Literacy Development domain (LLD). Assessment of the English-language development domain (ELD) focuses exclusively on language and literacy development in English. In order to ensure an equivalent assessment for the significant population of DLLs with Spanish as their first language, KIDS also assesses children’s Language and Literacy Development in Spanish (SPAN).

Given that the pathway DLLs follow for language and literacy development is different from that

of their monolingual peers, data from the field and calibration research studies are being analyzed to explore the relationships among the three domains that address language and literacy development.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The statewide implementation of KIDS in Illinois provides a rich and nuanced portrait of the language and literacy skills and abilities of Spanish-English dual language learners. This assessment provides a strengths-based measure of children’s language and literacy competencies, which informs intentional teaching and learning throughout the kindergarten year. Given that the pathway DLLs follow for language and literacy development is different from that of their monolingual peers, data from the field and calibration research studies will be analyzed to explore the relationships among the three domains that address language and literacy development of DLLs: LLD, SPAN, ELD. These three domains were completed for DLLs in Spanish-English bilingual kindergarten classrooms.

6. Scientific or scholarly significance of the study or work
A critical need exists for statewide assessment systems that are accurate and valid for young DLLs (Espinosa & Garcia, 2012). The KIDS assessment represents a significant effort to accurately assess the language and literacy development of Spanish-English DLLs, and as such, can contribute to the larger national conversation regarding DLL assessment.

Authors

• Ann-Marie Wiese, WestEd, Center for Child and Family Studies

• Carola Matera, California State University - Channel Islands

• Kerry Kriener-Althen, WestEd

• Linda M. Espinosa, University of Missouri