Module 1 CI5103

them with this. In an article about students using their language as a resource Stevenson says, “Thus, educators need to find ways to integrate these students’ linguistic resources into curricula in order to facilitate the articulation of students’ personal and cultural knowledge” (Stevenson, 2013, p. 976). Using your native language as a resource can help students to connect both their native and the new language they are learning together to identity the new language. Another study found this, “The 1990s and 2000s saw studies that documented the forms and functions of different varieties of language found in the artifacts and interactions of the classroom setting that might be encountered by any school-age student” (Bailey, 2020). Bilingual students should not be expected to only use the new language they are learning, but rather use their native language as a resource to help them continue to grow and learn their new language more efficiently. Another common theme found in these sources was the academic challenges bilingual students face when taking assessments. As I have mentioned towards the top of the article, bilingual students did not do as well on standardized tests as the entire group did. In one source, Gonzalez says, “Given that language proficiency is a multidimensional construct that includes social and academic language, and both productive (i.e., speaking and writing) and receptive (i.e., listening and reading) skills, evaluators should be cautious about comparing students' performance across different language proficiency standardized tests and classroom-based assessments” (Gonzalez, 2012). She also talks about how students should be able to switch between their native language and the new language they are learning when taking assessments. This can not only help them get better grades on their assessments, but they are also using the new language in a way that works for them.