Resources/Recursos

This chapter presents an overview of recent research into the assessment of young second or foreign language learners and reviews relevant theoretical perspectives and empirical studies. It describes the unique characteristics of young learners and discusses the challenges presented when testing these learners whose first language literacy and cognition are still developing.

Released January 2020

This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative tools in school settings. It specifically examines DLLs’ receptive and expressive language proficiencies and educators’ perceived usefulness of them for informing instruction. Results provide implications for assessing DLLs' English language ability using age-appropriate instruments.

Released January 2020

This study examined how English learner (EL) reclassification decisions are made among districts in Pennsylvania. This research sheds light on the ways educators understand and implement EL reclassification criteria at the district-level, which could help the state education agency in their training and monitoring of districts. Findings also provide valuable information to test developers regarding how English language proficiency assessment scores are used for reclassification.

Released January 2020

In February, 2011, WIDA published a Focus Bulletin on Language and Culture, which was enormously popular, and which continues to be requested by readers. This Focus Bulletin has been reformatted and lightly edited to emphasize current WIDA resources and terminology.

This Focus Bulletin explores linguistic and cultural diversity in school, and how teachers, staff and parents can help multilingual learners feel welcome, confident, and prepared to succeed academically. 

Published September 2019 
Authors: Don Bouchard, Mariana Castro, Andrea Cammilleri

Released December 2019

This Focus Bulletin explores the kind of spoken English language that multilingual learners benefit from developing, showing how that oral language is described in WIDA standards resources and assessed on the ACCESS for ELLs Speaking test.

Published October 2019 
Authors: Mark Chapman, Dale Erlandson

Released November 2019

This working paper presents findings from a series of educator interviews conducted to understand how schools in the WIDA International School Consortium use MODEL.

Released November 2019

These guiding principles of language development and learning exemplify WIDA’s overarching foundational beliefs and ever-present Can Do Philosophy. The guide includes research citations and defines WIDA's use of the term multilingual learner.

This guide, available in multiple languages, can be used as a resource for educators to share with parents and families.

Released September 2019

This Focus Bulletin illustrates how educators in featured International Baccalaureate schools are integrating WIDA resources as they design lessons for multilingual learners.

Published June 2019 
Authors: Jon Nordmeyer, Ruslana Westerlund, Elizabeth Cranley, Anne Katz

Released June 2019

This flyer provides an overview of the WIDA School Improvement System – a school-wide assessment and feedback system that measures key instructional leadership practices.

Released May 2019

This working paper presents findings from a survey conducted in 2018 to understand how schools in the WIDA International School Consortium use MODEL.

Published 2019

Released May 2019

The illustrated models and procedures can be applied to calculate overall composite scores to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement and accountability determinations.

Released May 2019

This WIDA Focus Bulletin introduces readers to the four pillars of Language-Focused Family Engagement and provides tools to help educators examine their local family engagement practices.​

Published September 2018
Author: Delis Cuéllar, Alissa Blair, Lorena Mancilla

Released April 2019

How can PreK educators get started planning equitable learning opportunities for multilingual children? Use this language-focused planning tool to embed a language-focused approach to your planning.

Released April 2019

WIDA research findings show that MODEL Online overall composite scale scores can predict overall composite proficiency level (PL) scores on ACCESS for ELLs. Use the table in this document to look up a student's overall composite scale score on MODEL Online and estimate the PL score that they would be likely to receive on ACCESS.

Released April 2019

The analysis in this report illustrates models and procedures that can be used to assign a missing domain score in order to calculate an overall composite score. These methods only apply to assessments taken by English learners whose IEPs or 504 plans require they not be tested in one or more domains.

Released March 2019

This study examined how English learners in grades 1-12, with and without disabilities, used online accessibility features during an ELP assessment. These accessibility features are designed to provide the necessary support for the general EL population, including ELs with disabilities.

Published March 2019 
Authors: Ahyoung Alicia Kim, Meltem Yumsek, Mark Chapman, H. Gary Cook

Released March 2019

This research brief presents findings and policy implications from a recent research study exploring the so-called long-term English learner (LTEL) population across WIDA states. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. The next phase of this research will use student- and school-level data from three states to examine how individual and school factors can affect the diverse trajectories of ELs’ language development over time.

Published January 2019

Released January 2019

This study aimed to investigate how 1–2 English language learners (ELLs) in grades 1-2 differ in their performance on a writing test in two test modes: paper and online. Overall, there was a significant effect of test mode on ELLs’ test performance. More specifically, ELLs displayed noticeably better performance when being tested on paper.

Released January 2019

These lesson plans (with accompanying worksheets) guide grades K-5 students in understanding language proficiency, determining their own strengths, and setting goals for language development.

Released December 2018

These lesson plans (with accompanying worksheets) guide grades 6-12 students in understanding language proficiency, determining their own strengths, and setting goals for language development.

Released December 2018