Professor Elizabeth Peña and Kai J. Greene have authored a book chapter on dynamic assessment in The Routledge Handbook of Sociocultural Theory and Second Language Development: "Dynamic Assessment of Children Learning a Second Language" (Chapter 21).
This chapter focuses on application of dynamic assessment to identify language impairment in English language learners (ELLs). ELLs are at risk for misidentification across a number of disability categories including language impairment. Children may be either over-identified or under-identified due to a number of factors, including lack of or inappropriate use of standardized tests. Dynamic assessment can be used in conjunction with other tests and observations to determine whether a child from a non-English speaking background is presenting with a language impairment or a language difference. Here, we review the current work on dynamic assessment as applied to the ELL population and language impairment. We provide suggested guidelines for utilizing dynamic assessment in the school setting with ELLs.
Lantolf, J. P., Matthew E. Poehner, M. E., & Swain, M. (Eds.) (2018). The Routledge Handbook of Sociocultural Theory and Second Language Development. Routledge Handbooks Online: 10.4324/9781315624747
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