ABSTRACT
Language assessment is often part of the centerpiece of psychological evaluations in K-12 school settings for all students; it is the key component, however, for English Language Learners (ELLs) who may have possible special education needs. ELLs are a heterogeneous group of students who are exposed to languages and cultures outside of English and the mainstream on a daily basis and, due to their linguistic and cultural differences, have not yet reached academic parity with their native English speaking peers. In United States schools today, we have surpassed a total enrollment of 4.6 million ELLs, or approximately 9.6% of the total student population (Kindler, 2002). These demographics represent a sizeable and continuous increase in the numbers of linguistically and culturally diverse students that teachers face each day.
