Language Minority Students and School Participation: What Kind of English is Needed?

Abstract

Students who are learning English as a second language are clearly faced with more than learning the grammar of a new language. Yet, very inadequate descriptions of the full range of language skills required in a classroom are the only ones available to date. This paper will report the preliminary results of an ongoing research project being conducted at the University of California, Berkeley. The study has produced some new insights into the specific language skills students need for school by analyzing the comprehension and production of both oral and written language in a classroom. In addition, insights have been gained regarding the proficiency students must achieve in the use of language to be full participants in the classroom. All of this information has contributed to the design of a language test which attempts to assess proficiency in oral and written language use. This innovative design will be described briefly at the end of the paper.

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