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Abstract
Summary Issues of bilingual assessment have received attention from EPs in recent years, with considerable debate on theoretical and practical aspects. Despite this interest there have been few reports on what methods EPs actually use when carrying out these assessments. This paper reports on two studies carried out by trainee psychologists in two different local authorities in England. One study used questionnaire and interview methods to explore the views of psychologists and special needs co‐ordinators on bilingual assessment. The other is an analysis of psychological advice prepared under Section 5 of the 1981 Education Act. Over 90 per cent of advice used standardised tests, with fewer than 30 per cent making reference to difficulties interpreting the results on bilingual children. Although when interviewed EPs seemed to be aware of the main difficulties in bilingual assessment, in many cases this information did not inform practice. Reasons for this dissonance are explored.
Published Version
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