ABSTRACT
Equitable evaluation of culturally and linguistically diverse (CLD) preschool children is based primarily on understanding how language and acculturative knowledge acquisition become detached from age-based developmental expectancies. This issue forms the foundation for
understanding the various problems inherent in working with CLD preschool children, as well as pointing the way toward successful resolution of those problems. Related topics include distinguishing intervention versus diagnostic questions, methods for addressing test score validity, and advances in nondiscriminatory testing of English learners, all of which are integrated into a framework for assessment of CLD preschool children that is accessible to any practitioner regardless of bilingual ability.
