It's widely accepted that the journey for emergent bilinguals learning to read in two languages is different than learning to read in a single, familiar language. And yet, despite an awareness that these students are not two monolinguals in one, state-of-the-art assessment for students in dual language programs has been limited to a ‘parallel assessment’ where students are frequently measured in English and Spanish and then compared to monolingual speakers of each language. In this interactive session, attendees will explore the benefit of assessing biliteracy when both the uniqueness of and interaction of the two languages are considered.
