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Bilingual Academic Spanish Proficiency Tests: Assessment of Bilingual Cross-Cultural and Language and Academic Development Teacher Candidates

Abstract In this paper, the authors outline steps for the development of academic language proficiency tests, assessment instruments used to determine whether teacher candidates' language abilities are adequate to enable them to conduct instruction in Spanish-English bilingual classrooms. The authors argue that it is essential to understand the complexity of the language abilities required of bilingual teacher candidates in the design of valid and reliable academic language assessment instruments. They discuss the utilization of language tests, not as measures to exclude teacher candidates from bilingual credential or certification programs, but rather for the development of courses aimed at enhancing the Spanish language abilities of these teacher candidates. The authors also recognize that teacher candidates, who share the same ethno-cultural background of the students and who have similar social language skills are valuable resources for the education system. They also acknowledge the need for teacher candidates with cultural knowledge and sensitivity and highintermediate Spanish proficiency.