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Strengthening the Validity and Utility of Home Language Surveys to Identify Potential English Learners
Mon, April 11, 4:30 to 6:00pm, Convention Center, Floor: Level One, Room 147 ASession Type: Symposium
Abstract
English learners (EL) are legally entitled to specialized language supports, yet these supports are predicated on accurately identifying potential ELs via Home Language Surveys (HLS). Substantial problems exist with current HLSs, which can lead to erroneous classifications as EL or non-EL. No U.S. study to date has examined the validity and reliability of any HLS. This symposium reports on progress of multistate R&D efforts to strengthen HLS design, implementation, and use. It features empirical findings from California, a northeastern state, and the 36-state WIDA consortium on strengthening HLS tools and processes, lessons learned, and next steps in development and implementation. It offers cutting-edge research findings on a long-neglected area of central importance to identifying and serving a critical student population.
Sub Unit
Chair
Papers
Improving Home Language Surveys: Using Parent Input to Refine the Measurement of Constructs - Alison L. Bailey, University of California - Los Angeles; Karla Antonia Rivera-Torres, University of California - Los Angeles; Anne Blackstock-Bernstein, University of California - Los Angeles; Despina Pitsoulakis, University of California - Los Angeles; Eve Ryan, University of California - Los Angeles; Robert T. Linquanti, WestEd; Eric Haas, WestEd
Developing a More Accurate Home Language Survey for Initial English Learner Classification: California's Pilot Study - Eric Haas, WestEd; Robert T. Linquanti, WestEd
Moving Toward a Common Definition of English Learner: Validation of a Language Use Survey Protocol - Audrey Lesondak, Wisconsin Department of Public Instruction; Howard Gary Cook, University of Wisconsin; Jesse Roberts, WIDA Consortium
The Value of Stakeholder Engagement in Developing the Home Language Survey Data Quality Self-Assessment Tool - Dan Mello, WestEd; Susan F. Henry, Harvard University; Caroline E. Parker, Education Development Center, Inc.; Maria-Paz Avery, Education Development Center, Inc