ABSTRACT
This chapter focuses on the academic assessment of students who are bilingual students and English language learners (ELLs), a subgroup of culturally and linguistically diverse (CLD) students who are at varying stages of second language acquisition and bilingual proficiency. Curriculum-Based Assessment (CBA) procedures are emphasized as useful in assessing the academic functioning of these students when applied in the context of cultural and language factors. Issues related to culture, bilingualism, and second language development are highlighted in view of their importance to academic performance and academic assessment methods.
