Issues In The Assessment Of Language Proficiency Of Language Minority Students

Abstract

Passage of the Bilingual Education Act in 1968, the upholding of the Lau vs. Nichols decision in 1974, and the subsequent “Remedies” Task Force of 1975 have focused attention on the identification of language minority students based on their English language proficiency. The legal assumption, as seen through the Remedies, is that it is possible to measure language minority students’ language proficiency and, based on this assessment, to make recommendations for their placement in monolingual, English as a Second Language (ESL), and/or Bilingual Education programs. The issues of language assessment and placement raise several important questions which are the focus of this article. • What are the basic premises upon which current language assessment instruments have been developed? • What is the state of the art in language proficiency assessment? • What implications do current research findings have for language proficiency assessment?

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