Developing Teachers' Knowledge and Skills at the Intersection of English Language Learners and Language Assessment

The growth of teachers' professional knowledge and skills has been the topic of policy, research, and even philosophy for many decades. The assessment of English Learners (ELs), a more specific concern, has become an interest of the educational community in just the past 40 years (e.g., Harris, 1969). Our task in this chapter is to combine these two topics and consider their relations from empirical, practical, and historical perspectives.