According to Patton Tabors in One Child, Two Languages (2008), the process of assessing multilingual learners consists of three steps: (a) determining what should be assessed, (b) gathering assessment information, and (c) interpreting and using the gathered assessment information.
The California Preschool/Transitional Kindergarten Learning Foundations: Language and Literacy
Development provides insight as to what should be assessed for all preschool-aged children. The Foundations articulate what teachers need to know about children’s capabilities in cognitive, social–emotional, and physical development, as well as first and second language development. In the case of multilingual learners, it is important to note that cognitive, social–emotional, and physical development are impacted by second language development. The inability to understand and/or use the classroom language may impede the multilingual learner’s ability to demonstrate their true capabilities. Therefore, when interpreting a child’s performance, one must consider the child’s levels of first and second-language development.
The Desired Results Developmental Profile (DRDP) is designed for teachers to observe, document, and reflect on the learning, development, and progress of all children in an early care and education program. To address the impact of first and second language development across domains, the DRDP asks teachers to consider the capabilities that children demonstrate in their home language as well as in English. To track progress in English specifically, teachers use the four English language development (ELD) measures. More information about using the DRDP is available on the Desired Results for Children and Families website.