A Critical Evaluation of EPs’ Cognitive Assessment Work With Children and Young People With English as an Additional Language

Article


Zaniolo, A. 2019. A Critical Evaluation of EPs’ Cognitive Assessment Work With Children and Young People With English as an Additional Language. Educational Psychology Research and Practice. 5 (1), pp. 1-16. https://doi.org/10.15123/uel.88731
AuthorsZaniolo, A.
Abstract

Conducting culturally and linguistically fair assessments is an ethical requirement for educational psychologists, particularly when working with children and young people with English as an additional language (EAL). Despite a number of existing professional guidelines and frameworks for practice, the evidence base on how to address cultural and linguistic bias when working with this population is still limited, especially in the UK context. Findings from an interview with three experienced educational psychologists highlight an increased awareness around this issue and the need for further studies and guidance on non-discriminatory assessment practice for children and young people with EAL.

JournalEducational Psychology Research and Practice
Journal citation5 (1), pp. 1-16
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88731
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Author
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Educational Psychology Research and Practice (EPRaP): Volume 5, Issue 1
Thomas, M., Wallace, F., Woodley-Hume, T., Zaniolo, A., Hussain, S., Simmonds, S., Leonard, M., Greene, J., Giles, P., Woods, K. and Williams, C. 2019. Educational Psychology Research and Practice (EPRaP): Volume 5, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8872w