Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments

We report on the development and use of an analytical framework designed to articulate the language demands English learners (ELs) encounter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, grounded in functional and interactional views of language and language use, focuses on participant structures utilized in performance assessments, associated modes of communication called for and written texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes (interpersonal, interpretive and presentational) and a broad array of genres. These demands may present barriers with regard to ELs' ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved in performance assessments may also present opportunities, both for expanding the options ELs have for demonstrating their understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classrooms preparing students for more traditional assessments. Keywords: English learnersscience educationcontent-based instructionperformance assessmentlanguage minority students Acknowledgements We gratefully acknowledge support for this project from the Spencer Foundation and the Academic Senate Committee on Research at the University of California at Santa Cruz. Notes 1. We are grateful to Kerry Enright for suggesting the term 'linguistic landscape' as a productive metaphor for exploring the range of language demands inherent in classroom settings. 2. 'Science Teacher Enhancement Project – Unifying the Pikes Peak region', STEP-uP, is an effort funded by the National Science Foundation that lasted from 2000 to 2008. 3. The performance tasks focused on in this article are part of a larger set of assessment materials created by STEP-uP to support student learning in science. 4. While all assessment materials are provided in English, administration guidelines advise teachers to 'align instruction with other support personnel (Special Ed., Title 1, ELL, Aide(s), parents) to provide additional time and instruction' and otherwise make accommodations for special populations of students (STEP-uP 2004, 15). 5. NASA, not defined in the assessment materials, stands for the National Aeronautics and Space Administration. 6. We conducted field observations of various teachers within a linguistically diverse Colorado school district implementing the science performance assessments, and we interviewed STEP-uP staff, classroom teachers, school and district personnel and students. These data, helpful for our larger understanding of the assessment context, will be explored in future research.