Here
is a whole day workshop with Dr. Samuel Ortiz about assessment of
bilingual/bicultural children. Ortiz
presents with a lot of enthusiasm, discusses important issues, presents interesting slides (though
not always easy to read), and seems like a nice person (who is also generous
with his materials).
I recommend
reading this post before watching the sixth part.
Part one – an introduction.
Part two: BICS and CALP (whichI also discussed here); the importance
of CALP in the native language; misconceptions
about language acquisition, learning and the development.
Part three: the 30 million
word gap (about which I wrote here), a very interesting comparison between the hours
of English exposure (during formal school years) that are experienced by a
monolingual versus a bilingual child; bilingual education.
Part four: differences in
the efficiency of different educational programs for bilinguals: Two-way bilingual, Late-exit bilingual and
content ESL, Early-exit bilingual and content ESL, Content-based ESL and ESL
pullout traditional; the influence of SES on 2nd language
acquisition; the difficulties bilinguals face when competing with monolinguals
for higher education; when an English language
learner is taught reading in his native language, it promotes reading
achievement in English.
This video is very interesting.
Part five: assessment
methods for bilinguals; methods that
compromise the validity of the tests (testing of limits, repeating
instructions, mediation, accepting answers in different languages, cancelling
time limits, using interpreters); language reduced tests – advantages and
disadvantages; cultural and linguistic bias in nonverbal tests.
Part six: the C-LIM method;
two steps of assessment: assessment in English
with the C-LIM, if the tests are valid - assessment in the native language (of the
areas of difficulties found in the first step, for validation).
Part seven: the C-LIM
software; further explanations about using C-LIM.
Part eight: Using the C-LIM
matrix with 9 case studies; language and cultural difference as an exclusionary
factor for LD; other exclusionary factors; a little about assessing LD with CHC theory.
A very interesting video.
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