There is no doubt we are a society that does not take academic testing lightly. While there is some reform in progress, the No Child Left Behind Act of 2001 continues to ensure our students are tested for reading and math annually while in grades 3 through 8. Beyond these years, students prepare for the SATs and ACTs which determine entry into competitive universities. Let’s not forget the exams also determine if the students will receive scholarships to attend these schools, which for many, are crucial to pursue an education beyond high school.
If these tests were not difficult enough for the monolingual students and simultaneous bilingual students (acquired both languages at the same time) who were born in the United States, they are nearly impossible for many bilingual students who acquire English sequentially (after acquiring the home language). It is projected that by the 2030s, 40% of the public school population in the United States will be bilingual. Research indicates that the older the student, the more difficult it is to acquire the language in time to keep up with these strict testing requirements. These tests are enough to cause stress to any child, let alone a child who is taking the time to acquire a new language. And where did this child come from? Does the child have a well-educated family and come from an excellent school? While this may be the case, the child may have come from an unfortunate scenario such as a war-torn country, resulting in gaps in academic learning due to these unfortunate circumstances. The move to the US may also have resulted in a gap in academics.
So how do we help as educators you ask? The first step in determining the child’s abilities is to […]
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