It does not claim to assess all aspects of oral language, and while it conserves time, it is not necessarily designed to serve every curricular need. Summary A language assessment program that addresses these five critical considerations will provide the necessary information for teachers to develop an effective teaching plan, predict the future success and rate of progress in language acquisition, and make wise placement decisions for a second language student. Taking into consideration students history of exposure to their first and second language and their current levels of oral language, reading, and writing abilities in their first and second languages is essential to a successful assessment program. Teachers who work with such an assessment system will be able to organize an effective oral language curriculum and identify students different stages of progress. Teachers will then be better able to help students improve their oral language, reading, and writing abilities, while students learn to appreciate and utilize their individual strengths.
Second language tends to be acquired much like the first language.
Identifying any learning problems in a student s first language history will help anticipate difficulties in second language acquisition. If students showed difficulty in acquiring their first language, it may mean they will acquire L2 slowly and their first language may be lost if the second language is acquired. Conversely, if students easily acquired and are fluent in their first language, it implies they may acquire a second language in a more typical way. Where bilingual, ESL, and regular classroom options are available, knowing students educational history will aid in placement decisions and planning and help determine the extent to which students are able to successfully transition to the mainstream classroom. Ron Anderson is a school psychologist at Clark County School District in Nevada.