chapter  8
Conclusions
Pages 5

It is to be hoped that the wide range of ideas and descriptions of various aspects of assessment in this book will help individuals and schools see more clearly that although language and learning difficulties should not be confused, some bilingual pupils are likely to have SEN. Teachers need to trust and rely on their own professional skills and abilities to assess the competence of bilingual pupils in collaboration with colleagues. Schools need to establish good policies and reliable systems for recording and reporting to ensure that pupils are neither overlooked nor wrongly assigned.