Abstract
This paper focuses on the home language surveys used by five SEAs to initially identify students who may be eligible for language assistance services. Contents include a brief history of the use of such surveys in U.S. schools and current practices, with examples from selected SEAs. The authors also examine the evidentiary bases for current HLS design; summarize challenges for initially identifying ELs; provide suggestions for designing validation plans; and offer alternative approaches for existing home language surveys and make recommendations for guidance and validation of them.
Topics
English Learners
English Learners
English Learner Identification