Curriculum-Based Language Assessment with Culturally and Linguistically Diverse Students in the Context of Mathematics

Autor/inn/en	Newkirk-Turner, Brandi L.; Johnson, Valerie E.
Titel	Curriculum-Based Language Assessment with Culturally and Linguistically Diverse Students in the Context of Mathematics
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 2, S.189-196 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0050
Schlagwörter	Speech Language Pathology; English Language Learners; Dialects; Curriculum Based Assessment; Mathematics Instruction; Word Problems (Mathematics); Culturally Relevant Education; Language Usage; Guides; Student Diversity; Mathematics Tests; Test Bias; Literature Reviews + Suchen Sie Ihr Suchwort? Dialect; Dialekt; Mathematics lessons; Mathematikunterricht; Textaufgabe; Sprachgebrauch; Handbuch; Leitfaden; Testkritik
Abstract	Purpose: The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method: The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results: The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Conclusions: Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, "accessible and achievable for all" students (American Speech-Language-Hearing Association, 2017). (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01