Helping English language learners access the language and content of science through the integration of culturally and linguistically valid assessment practices

The chapter aims to inform about considerations that science teachers and teacher educators should take to use culturally and linguistically valid classroom assessment practices to help English language learners (ELLs) learn both science and the language of science. We describe the notion of equitable science assessments for ELLs and describe the characteristics of linguistically valid assessment practices and explain what it means to integrate culturally valid assessment practices into instruction. We also propose a three-step approach to developing culturally and linguistically valid assessment practices. We present an assessment task to illustrate the three steps on an 8th grade science standard. Finally, we discuss implications for teacher education programs and highlight critical areas these programs need to focus on to prepare science teachers to develop assessments that provide ELLs an opportunity to access the science content and use language to demonstrate their science knowledge.