Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics 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 ... Tutorial
Tutorial  |   April 05, 2018
Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics
 
Author Affiliations & Notes
  • Brandi L. Newkirk-Turner
    Jackson State University, MS
  • Valerie E. Johnson
    Midwestern University, Downers Grove, IL
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Brandi L. Newkirk-Turner: brandi.l.newkirk@jsums.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Ashley Meaux
    Editor: Ashley Meaux×
  • Publisher Note: This article is part of the Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions.
    Publisher Note: This article is part of the Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions.×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions / Tutorials
Tutorial   |   April 05, 2018
Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics
Language, Speech, and Hearing Services in Schools, April 2018, Vol. 49, 189-196. doi:10.1044/2017_LSHSS-17-0050
History: Received May 29, 2017 , Revised July 19, 2017 , Accepted October 18, 2017
 
Language, Speech, and Hearing Services in Schools, April 2018, Vol. 49, 189-196. doi:10.1044/2017_LSHSS-17-0050
History: Received May 29, 2017; Revised July 19, 2017; Accepted October 18, 2017
Web of Science® Times Cited: 1

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).

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access