How to Monitor Your Child’s Language Acquisition Progress
English Learners in Kindergarten through 12th grade are required to take an annual English Language Proficiency assessment called the WIDA ACCESS test. The information from this assessment shows how well the student can listen, speak, read, and write in English and is used to identify areas of strength and need. You can ask your child’s teacher questions about their progress in learning English any time.
English Learner students who come to school and may need help learning English take tests to find out if they need to be placed in a program to help them learn English. The tests also show how the child’s English skills are improving. When they can read, write, speak, and listen in English well, they will no longer need extra support. Families should ask questions to their child’s teacher(s) to understand what kind of help their child is getting and if their child is improving.
- What does it mean to be proficient in the English language?
- What tests are given to determine my child’s current ability in reading, writing, speaking, and listening in English?
- How often will my child be tested to see if they have made progress in reading, writing, speaking, and listening in English?
- What are my child’s strengths with the English language?
- What areas does my child need support with at school with the English language?
- How is my child supported in learning the English language at school?
- Does my child have opportunities to use their home language at school?
- Who works with my child at school to help them learn the English language?
- Who do I contact at school if I have questions about my child’s progress with the English language?
- What can I do at home to support my child in learning the English language?
Should we try to speak English exclusively with our children?
Children who are exposed to two languages from birth typically become proficient in both languages, provided they receive frequent exposure to both. Maintaining a child’s native language is positive for many reasons, both socially and academically. Continue to use the native language at home.
Can raising a child bilingually cause a delay in language development?
Bilingual children’s language development is similar to the development of children learning a single language. Bilingualism itself does not cause language delay.
My child is fluent in his/her home language but is struggling to learn English. Could there be a delay or impairment in just the second language?
A student would not have a delay or impairment in one language and not the other. Instead, they likely need more language development and content area supports to be successful academically. The average second-language learner may require two years to learn English for social purposes. To use English for academic purposes, it may take children five to seven years or longer to achieve language consistent with the level needed for academic success.
When should I seek professional help if my child does not speak or has significant language delays compared to their peers?
You should seek help as soon as possible if you feel your child is struggling with speech and/or language, compared to what you would have expected when compared to other children developing in a similar language environment.
We follow the one parent one language rule, but our child mixes up the languages. Is this a sign of a language disorder?
A one parent one language strategy can be a good option to ensure that the child gets the desired amount of exposure to each language. However, it is not necessary that parents separate the two languages for the child to learn. Using the two languages interchangeably, called “code-switching” may occur for several reasons and should not cause concern unless it impacts the child’s comprehension.
We are bilingual parents who switch between languages a lot. Will our child be able to learn both languages without issue?
Code-switching is a typical pattern for both bilingual children and adults and is not a disorder. In many cases, both parents may be bilingual and may themselves code-switch when talking to each other or to the child. This does not harm the child’s learning.
At what age can we/should we expose our child to a second language?
Within the preschool years, the amount of exposure is more important than the age of first bilingual exposure. Therefore, parents have flexibility in their choices as to when to start exposing their child to a second/another language. Do not be concerned about starting too early.
Our child has been diagnosed with a developmental language disorder. The specialist recommended using one language at home, but this is difficult as a bilingual family with multiple children. Should we follow this advice?
This advice comes from the incorrect belief that learning two languages is beyond the capacity of children with language or learning disorders. Research provides no evidence that children with language disorders cannot become bilingual. Previous research shows that bilingualism does not impede language development in children with a language disorder. Parents are advised to continue to use their native language with the child.
My child has been diagnosed with a developmental language disorder. Could our child still benefit from an immersion program in a foreign language?
Children who have speech and language disorders are able to acquire two languages. They could still attend and gain the benefits of bilingualism, but it is essential to ensure that the school provides the support necessary for children’s academic progress and success, with more frequent language interaction in the school language and support with learning difficulties.
You can read the full list of common questions parents have in this document. Click on the language you prefer below:
From: The International Association of Communication Sciences and Disorders
In New Hampshire, schools teach students to read, write, speak, and listen in English. The WIDA ACCESS test helps decide if a student needs extra help learning English. All students in Kindergarten through 12th grade who are learning English will take this test, even if they are already in a program to support their English language development. The test is given between January and March. Your child’s teacher will look at the test results to decide how to help your child learn better in class and whether they need English support. Your child will take this test every year to identify their progress. When a child receives a proficient score on the WIDA ACCESS assessment it shows they can use academic language in English enough to be successful in school. They will not need to take the text anymore and will no longer be considered an English Learner.
This flyer explains what WIDA ACCESS is and why English Learners take this kind of test. This information is available in many languages. Click on the language you prefer below:
- Arabic
- Chinese (Simplified)
- Dari
- English
- French
- Haitian
- Hmong
- Korean
- Pashto
- Portuguese
- Russian
- Somali
- Spanish
- Tagalog
- Ukrainian
- Urdu
- Vietnamese
Source: https://wida.wisc.edu/resources/what-access
For information on understanding these testing results, visit: ACCESS for ELLs: Understanding Your Child’s Scores
Here is what the WIDA report will look like:
If your child has a disability, they may need to have accommodations to fully show their language proficiency. If your child has been identified as having the most significant cognitive disability, their school may give them a different test called the WIDA ALTERNATE ACCESS assessment.
This flyer explains what the WIDA ALTERNATE ACCESS test is and why English Learners with the most significant cognitive disabilities take this kind of test. This information is available in many languages. Click on the language you prefer below.
This information is available in many languages. Click on the language you prefer below:
Source: https://wida.wisc.edu/resources/what-wida-alternate-access-multiple-languages.
For information on understanding these testing results, visit: WIDA Alternate ACCESS: Understanding Your Child’s Scores (multiple languages)
For more information on how to recognize literacy challenges in English learners and the special education process in New Hampshire visit this page.
If you suspect your child has a disability you can refer your child to special education using this sample form.
If your child has an Individual Education Plan (IEP) you can request an IEP team meeting by using this sample form.
How to Monitor Your Child’s Reading Progress
In New Hampshire, the school will do a short test called a reading screener in grades Kindergarten, first grade, second grade, and third grade for all students. This reading screener will be done at least twice a year. This reading screener will show if your child is having difficulty with reading in English. For information on New Hampshire’s reading screening law and commonly asked questions, visit here.
Reading screening is when schools administer a brief reading assessment to all students. The purpose of this assessment is to determine which students may be at risk of struggling with reading. Schools use this information to identify which students need additional support in reading. In New
Hampshire, all students in public and public charter schools in Kindergarten through grade 3 must be screened at least twice a year. When you receive your child’s screening report, you can ask if the screener was provided in English or your child’s home language. It may be possible for your child’s school to screen your child in their home language.
Families can ask their child’s teacher the following questions to understand how their child is doing in reading:
- Can I have the report that shows my child’s reading screening results?
- What reading skills does the screener measure?
- What do the screener results mean in terms of how well my child is able to read?
- Is my child reading at grade level? If not, what grade level are they reading at?
- How will the school help my child if they are below grade level?
- What are my child’s areas of strengths and needs in the area of reading?
- What concerns do you have about my child’s reading skills?
- If the school doesn’t feel they require interventions at this time, how will we know if they are making progress in the general education curriculum?
- Should my child be referred to special education?
- What can I do to help my child at home?
In New Hampshire, the first reading screening must take place in the first 60 days of school. All students in public and public charter schools in Kindergarten through grade 3 must be screened at least twice a year.
If a student receives a score that might indicate reading difficulties the school must administer a secondary assessment.
It is recommended for English Learners that the secondary assessment considers their language proficiency. If a student can read in their native language, it may be useful to have the reading screener administered in their native language if one is available. Spanish screeners are available in some districts.
If a student struggles with phonemic awareness, the school is encouraged to review a phonemic inventory of the student’s native language to consider whether the issue is related to language or reading difficulties.
If the secondary assessment also suggests reading difficulties, the school must provide a reading intervention by January 1st of that school year.
For English Learners, their classroom teacher, English language teacher, and reading interventionist should be working together to create a plan that addresses the child’s needs in language and reading.
For information specific to reading screening for English Learners click on the language you prefer.
View the complete document in English here
