For a transfer student who has spoken English for less than a year, how should the language evaluation be conducted?

Conducting a language evaluation in the student's native language is crucial for several reasons. First, it allows for a more accurate assessment of the student's language skills without the interference of a potentially limited proficiency in English. This is particularly important for students who have been exposed to English for less than a year, as their performance may not reflect their true abilities in their native language.

Assessing a student in their first language can help identify language disorders more effectively because it measures their linguistic and cognitive skills without the complications that arise from limited familiarity with English. It ensures that the evaluation results are not skewed by the student’s limited exposure to the second language.

Additionally, conducting evaluations in the native language can provide insights into the student’s strengths and weaknesses in communication, which is essential for formulating appropriate support strategies that respect the student's linguistic background.

The other options do not align as closely with best practices for evaluating language proficiency in bilingual or multilingual students. For instance, using norms for standard English speakers may not provide valid results for a student who is still acquiring English. Having parents present is beneficial but does not directly address the evaluation method, and relying solely on formal assessments might overlook critical aspects of the student's language abilities in their native context.