Misidentification: How Language Proficiency Exams Missed out on One Child's Bilingualism

Autor/in	Osorio, Sandra Lucia
Titel	Misidentification: How Language Proficiency Exams Missed out on One Child's Bilingualism
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1548-1555 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1998901
Schlagwörter	Language Proficiency; Bilingual Education; Language Tests; Eligibility; Elementary School Teachers; Bilingual Teachers; Hispanic Americans; Mothers; Spanish Speaking; English; Teacher Educators; Kindergarten; Language Usage + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Language test; Sprachtest; Eignung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Mother; Mutter; English language; Englisch; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sprachgebrauch
Abstract	Language proficiency exams have been used since the development of bilingual education. The purpose of the following case study is to demonstrate how the English and Spanish proficiency exams given to a child for admission into a dual language (Spanish-English) program framed a child in a deficit view and missed the proficiency the child had across languages. The following manuscript takes three different positionalities: (1) that of a former elementary bilingual teacher; (2) Latina mother working to raise her children bilingually; and (3) a bilingual teacher educator (i.e., university professor) to show the complexity and problematic nature of such exams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01