This paper examines the usage of testing instruments to identify the language and dialect dominance of children. In order not to misuse language assessment tests, a careful distinction must be made between the terms "language proficiency,""language preference," and "relative language proficiency." Differences in the several types of language assessment instruments must also be taken into consideration. These differences include type of data provided, such as information on pronunciation or syntax, and required skill levels for test administrators and evaluators. Questionnaires, story-telling, question-answer format, and combination tests, such as the Language Ability Scales (LAS), are examples of language assessment instruments requiring different skills and measuring different features. An example is given of a language assessment model that yields only limited information, due to lack of sufficient preparation on the part of the administrators. It is suggested that the following model should be followed: (1) tests must be selected with specific criteria in mind; (2) the test administrators should meet certain qualifications, such as sufficient training; (3) the primary invesstigator should have formal linguistic training; and (4) an in-service course should be given, to those responsible for usage of test results, in the areas of sociolinguistics, structure of Standard American English and dialects tested, and language acquisition. (Author/AM)