The testing of non-English dominant children cannot be achieved through written examinations that demand reading proficiency and that fail to ascertain the strengths or weaknesses of individual performance. Nor can an oral proficiency test, involving a lengthy tension-inducing interview and relatively inconclusive scoring, provide the information necessary for developing instructional programs. The Colorado Test measures student knowledge of the English language. In employing the test, the teacher presents the student with a question and follows it with a self-initiated structured response. As a speaking test, the test is a reliable and valid measure of language skills. However, as with all tests, success depends on the skills of the administrator to administer the test and on the evaluator to accurately read and judge the results. The test consists of a morphology and syntax section accompanied by pictures and a phonology section in which the student is to repeat a series of minimal pairs. Directions for test administration and scoring and for the interpretation of responses are included. Test results aid in the assessment of areas for teaching concentration. Linguistic aspects of English are presented for teachers with no prior training in English linguistics. (JK)