Language Assessment Case Study:
· Assess & Create Language Learning Goals: Based on the assessment data in the student profile assignment, create language learning goals for your student. These should include a home, target, and translanguaging goal based on the NYS Language Progressions. Be sure to justify your choices based on the course readings and explain why they are equitable, rigorous, and achievable for your student (Max. 2 pages explanation).
The Assessment of Emergent
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Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW,
The Assessment of Emergent
Supporting English Language Learners
Bristol • Blue Ridge Summit
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Mahoney, Kate (Professor) author.
The Assessment of Emergent Bilinguals: Supporting English Language
Bristol: Multilingual Matters,  | Includes bibliographical references and
LCCN 2016043805| ISBN 9781783097265 (hbk : alk. paper) | ISBN
9781783097258 (pbk : alk. paper) | ISBN 9781783097272 (Pdf) | ISBN
9781783097289 (Epub) | ISBN 9781783097296 (Kindle)
LCSH: English language—Study and teaching (Elementary)—Foreign
speakers. | English language—Study and teaching (Secondary)—Foreign
speakers. | Educational tests and measurements. | Education, Bilingual—
LCC PE1128.A2 M313 2017 | DDC 428.0071–dc23 LC record available at
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78309-726-5 (hbk)
ISBN-13: 978-1-78309-725-8 (pbk)
UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
USA: NBN, Blue Ridge Summit, PA, USA.
Copyright © 2017 Kate Mahoney.
All rights reserved. No part of this work may be reproduced in any form or by
any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers
that are natural, renewable and recyclable products, made from wood grown in
sustainable forests. In the manufacturing process of our books, and to further
support our policy, preference is given to printers that have FSC and PEFC
Chain of Custody certification. The FSC and/or PEFC logos will appear on
those books where full certification has been granted to the printer concerned.
Typeset by Deanta Global Publishing Services Limited.
Printed and bound in the UK by the CPI Books Group Ltd.
Printed and bound in the US by Edwards Brothers Malloy, Inc.
1 A Decision-Making Process called PUMI
2 History: How Did We Get Here?
5 Content and Language
8 Special Education (co-authored with Laura M. Geraci)
Advice for Instructors on Chapter Activities
My deepest gratitude is owed to my family (Jon Storm, Emma
Kane-Mahoney Storm, Jack Mahoney Storm, and Eva Jean-
Mahoney Storm) – and also to my loving parents Pat and Bill
Mahoney, and siblings Mary Andres, Jim Mahoney, Amy MahoneWhat Colleagues Say About Assessing English
Language Learners: Bridges To Educational Equity:
Connecting Academic Language Proficiency to
“This practical book provides excellent background information and practical
guidance for educators interested in improving the assessment of English learners
(ELs) and connecting academic language proficiency to academic achievement. Its
format of using reflections throughout each chapter offers opportunities for readers to
think more deeply about topics and helps guarantee that they will be engaged and
apply what they are learning to their own settings. Sharing the reflections with
colleagues will help readers gain multiple perspectives related to the assessment of
language proficiency in ELs. The practical resources at the end of each chapter will
help educators apply what they learned.”
American Institutes for Research
“While we know that first-hand teaching experiences cannot readily be substituted by
reading about the work and practice of others, with evocative scenarios of teachers,
students and schools used throughout Assessing English Language Learners: Bridges
to Educational Equity, Margo Gottlieb comes close to making this happen. This is
critical in two ways: first, the book is lively and interesting—serving as a welcome,
well-designed text for teacher preparation courses, and second, the scenarios with their
companion reflection questions can serve as an excellent stand-alone reference and
thought-provoking resource for the increasing number of classroom teachers who find
themselves responsible for the instruction and assessment of students acquiring English
alongside their content area learning.”
—Alison L. Bailey, EdD
Professor of Human Development and Psychology
Department of Education, UCLA and Faculty Research Partner, CRESST
Los Angeles, CA
“Margo Gottlieb’s new book brings together research and policy on assessment and
ELLs with practical tools for implementation. Her framework “Assessment as, for,
and of learning” helps educators understand how assessment shapes teaching and
learning and identifies concrete steps that educators can take to ensure that assessment
practices are equitable for this group of students. The consistent application of the lens
of the culturally and linguistically responsive classroom makes this book a must-have
for teachers, school and district administrators, and teacher educators alike.”
—Ester de Jong, EdD
Professor & Director, School of Teaching and Learning
University of Florida
“Assessing English Language Learners is an important contribution to the field for
the many educators who believe that assessment for second language learners is
important, but only if it is valid. This book lays out a clear and compelling argument
that assessment and equity are not mutually exclusive concepts in educational
programs for the nation’s burgeoning population of multilingual l
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