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In this session we will focus on the assessment of social and emotional functioning in emergent bilinguals and bilingual students. We will discuss the use of the clinical interview, self-report scales, and projective measures. We will also look at the assessment of acculturation and ethnic identity development. Students will explore the AQS and the BASC-3. We will begin with a quiz on the assigned reading on Blackboard and then discuss the material and engage in activities.
Reflecting on the Readings
1. Describe Hass & Kennedy's RIOT approach.
2. What is the rule of two?
3. What are issues that come up when assessing the social-emotional functioning of emergent bilinguals?
4. What is entailed when assessing social-emotional strengths and needs?
5. What are sociocognitive factors?
6. Describe Brown's stages of acculturation.
7. What is the AQS?
Acculturation Quick Screen (AQS)
Lorenzo is 15 years old. He immigrated to the United States from Guatemala 1 year ago. He has been enrolled in ABC International High School since he arrived. He likes his school because 2/3 of the student population is Spanish-speaking from South and Central America. This helps him because he arrived without any knowledge of English. He has been in a bilingual education setting at ABC. At present time, Lorenzo is able to engage in limited conversation with others in English. He reads and writes at grade level in Spanish.
What is Lorenzo’s AQS score?
Social Emotional Interview Protocol
Case Example: Alina, Spanish-English Bilingual Student
Case Example: Ahmed, Urdu-English Bilingual Student