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Luz Ortega
Class: EDBL603
Professor Zahra Saleh-Johnson
October 15, 2018

                  Bilingualism: Definition and Distinctions
                The measurement of Bilingualism (Chapter 1 and 2 Reflection)

        Chapter one discussed about bilingualism. Bilingualism is when an individual can speak two languages.  Although the individual may not be as proficient in one language due to the limited practice and language preferences. Multilingualism is when an individual is able speak more than two languages. due to the multiple languages spoken in their home and community  (Baker, 2011).The way an individual speaks can vary from one community group or country to another. Individuals may use a different language based on their audience, having different needs and preferences when speaking with family, friends, and professional or academic setting. In addition, some communities may use a dialect, which is a variation of the language that is usually specific to that region or social group.
   A balanced bilingual is when an individual that is able to speak two languages, has equal proficiency in both languages (Bake, 2011). For example, a student that can speak their home language and English interchangeably, translate from one to another, and can master content when taught in either language.
  There are many reasons to measure dominance vs. balance in bilingual students. Educators can benefit from knowing a student’s level of proficiency to best support the students learning. This can inform pairing, differentiation, scaffolds, even (if possible) language of instruction. Knowing a student has literacy skills in one language can also be beneficial in helping the student transfer those skills to the second language. It also can be used to determine whether additional supports should be put in place to help the student become proficient in the target language (Baker, 2011).
   Knowing a student’s level of language proficiency is also important when it comes to formative and summative assessments. If testing a bilingual student (dominant in their home language) using traditional test, they will receive failing scores even if they have full mastery of the content. By knowing the students level of proficiency in all language domains (reading, writing, speaking, and listening), a teacher can make sure they are using a valid assessment. It is also important to consider the students language proficiency in the domain and provide additional support. For example, I have seen when testing English Language Learners (ELLs), they receive accommodations such as extend time, reading questions aloud, repeating and rephrasing questions or providing prompts. Since no test that is offered in the target language can be completely valid as the students ability to communicate their understanding will to some extent be limited by their language proficiency.
   On a school-wide level, the data from the schools ELLs language proficiency also has an impact on a school wide level. Test results can determine things like funding, changes in the curriculum, and intervention services.  
   My point of view is that it does not matter how many “accommodations” are provided if the student is not proficient in the language. ELLs dominant in a home language need to be measured according to their native language in order to have accurate information to best help them to become proficienct in the second language.  


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