ABSTRACT
The cognitive socialization literature has provided a viable substantive base for rendering assessment well done, thence intervention half begun. Thus, the cognitive socialization principles and practices in assessment should be sustained and implemented in rendering appropriate language intervention. In so doing, capricious, dogmatic, authoritarianism, and hyped clinical practices in the clinical fields would undergo careful scrutiny. In this way, the cognitive socialization literature with its attendant philosophical views and theoretical perspectives makes things practical.
