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Linguistic Accommodation for English Learners

“Linguistic accommodation” is a research-based approach in which the language in test items, directions, and/or selected response choices is changed in ways that clarify and simplify the text without simplifying or significantly altering the learning target. It is especially useful with assessments in content areas such as math, science, and social science when language may be irrelevant to the learning target. To facilitate comprehension, the complexity of text is reduced by shortening sentence length and complexity, using common or familiar words, and using concrete language (Abedi, Courtney, Mirocha, Leon, & Goldberg 2005; Abedi, Lord, & Plummer 1997; Rivera & Stansfield 2001).

This approach is aligned with the UDL used in the Smarter Balanced assessments. Because 37 percent of California’s students come from families that speak a language other than English at home, it is important for educators to know the impact of linguistics on classroom assessment (CalEdFacts 2011).

Time to View

Watch Kenji Hakuta of Stanford University discuss how the needs of English learners are being considered in the CCSS and the creation of new assessments.

Kenji Hakuta on ELLs and the Common Core Standards (Run time: 8:49)

Source: Stanford Center for Opportunity Policy in Education 2011

Select the play button on the video above to begin.