It is common practice for K-12 schools to assess multilingual students' language proficiency to determine language support program placement. Because such programs can provide essential scaffolding, the policies guiding these assessments merit careful consideration. It is well accepted that quality assessments must be valid (representative of the…

We present the case study of MB--a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for…

Teaching Turkish as a Foreign Language (TFL) has gained importance recently and several studies are carried out in this field. Especially, learners of linguistically different communities (Byelorussian/Russian) are observed to make errors while learning Turkish. If making errors is an integral outcome in learning a TFL, then to what extent is it…