This text introduces the issues surrounding bilingual students and the role that classroom assessment plays in their school experiences. The author summarizes what the research reveals, then provides case studies of a group of teachers assessing bilingual children. These stories capture the intricacies of classroom assessment and provide real-life examples of what teachers know about assessing young children on a day-to-day basis. They are written within a sociocultural framework, which takes into account the complex social, cultural and linguistic issues involved in learning.
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