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More Coverage of Problems Facing Linguistically Diverse Students

June 8, 2009

Research has demonstrated that linguistically diverse students have disproportionately high levels of anxiety and social alienation, and relatively low self-concept. In a recent study UW-Madison education professor Craig Albers and colleagues found that these issues are not well covered in professional, research-based journals directed toward student-service providers. Albers calls for (a) more guidelines for administering and interpreting social-emotional and behavioral assessments, (b) more reports of research leading to the development of new assessments designed for these students, (c) more guidelines for improving current interventions, and (d) more reports of research on developing new interventions.