Sydney Shadle

5/7/20
Standard 4

Assessing the growth of dual language learners can be a challenge in many ways. But,

it is essential to be fair and understanding of these individuals. Speaking two languages at a

young age can be complicated and confusing, and educators must understand that.

When assessing dual language learners, it is crucial to consider many factors. For

example, a child’s progress in learning English may vary due to differences in home language

experiences, timing, and reasons for family immigration, age of the first exposure to English, etc.

Becoming fluent in the English language can be very difficult for dual language learners. Their

primary language tends to be more dominant, which is challenging and frustrating for a child.

The four steps to follow when assessing a dual language learner are 1. Does the child

speak a language other than English at home? This could make bouncing back to speaking

English at school difficult. 2. What is the child’s level of English language development? If a

child is at the learning stage of the language, their academics will be significantly affected. 3.

What are the child’s development and skills in her home language? If the child lacks

development in their first language, this may be a sign of cognitive delay. And 4. What is the

teacher’s opinion of the child’s learning progress and potential? By observing the child during

centers and activities, the teacher can assess if they are learning and grasping the concept being

taught.

If the educator does not speak the dual learner’s language, you could have the child

draw or act out what they are trying to say. Investing in a translator app would also work

wonders and make the child more comfortable. Creating note cards with words the child

struggles with would also help their language development in English. Screening tools like Ipads
Sydney Shadle
5/7/20
Standard 4
and computer games would also help a child learn. Hearing the language makes it easier to learn

and speak it.

Asking the family or someone informed about the child’s culture and language would

help greatly. Maybe the child’s cultural expectations are way off from ours, so it is essential to

know. Perhaps the child only speaks when they are told, or a particular word/phrase is said.

Some cultures are very different from ours.