Spanish-English bilingual learners are the fastest growing demographic in U.S. elementary schools. Yet many schools, particularly those in new immigration destination regions, continue to measure bilingual students’ vocabulary using monolingual norms. This inequitable practice makes it appear as if bilingual learners have lower language abilities compared to their monolingual peers. Use of conceptually scored bilingual vocabulary assessments allows bilingual students to more comprehensively draw from their entire linguistic repertoires to demonstrate their vocabulary knowledge—which is distributed across languages—thus allowing for a more complete understanding of their language development. As part of a research–practice partnership program, the authors collected receptive vocabulary data from Spanish-English bilingual students from three urban elementary schools in the southern United States. A comparison of their performance on monolingual versus conceptually scored bilingual receptive vocabulary assessments demonstrates the importance of utilizing assessments that center bilingual practices as the norm. Implications are discussed, including the importance of advocating for more equitable language practices and policies.

中文翻译：

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用概念评分的双语词汇评估质疑单语规范：研究与实践合作的结果

西英双语学习者是美国小学中增长最快的人群。然而，许多学校，尤其是新移民目的地地区的学校，继续使用单语规范来衡量双语学生的词汇量。这种不公平的做法使双语学习者的语言能力似乎低于单语学习者。使用概念评分的双语词汇评估可以让双语学生更全面地从他们的整个语言库中汲取知识，以展示他们分布在不同语言中的词汇知识，从而更全面地了解他们的语言发展。作为研究-实践合作计划的一部分，作者收集了来自美国南部三所城市小学的西英双语学生的接受词汇数据。他们在单语与概念评分双语接受词汇评估上的表现的比较表明，利用以双语实践为标准的评估的重要性。讨论了影响，包括倡导更公平的语言实践和政策的重要性。