University of Texas at San Antonio

University of Texas at San Antonio

Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment

The Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment in Language and Culture Studies is offered by University of Texas at San Antonio.

Program Length: 1 YEAR.

Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment offered by the University of Texas at San Antonio

Basic Certificate Description

This 15-hour certificate in Language Acquisition and Bilingual Psychoeducational Assessment (LABPA) is designed to meet the needs of prospective students interested in developing skills in bilingual psychoeducational assessment and foundational knowledge in language acquisition and the bilingualism continuum, with an emphasis on Spanish-speaking English Language Learners (ELLs). Briefly, bilingual psychoeducational assessment refers to the utilization and interpretation of tests of language proficiency, cognitive abilities, and academic achievement. Results of these assessments are typically utilized in the educational planning for children experiencing academic or behavioral difficulties; these include children served in the general education setting, as well as those receiving special education and related services. These assessments may also be used for determining a student’s eligibility for receiving special education services. The emphasis on bilingual assessment is significant in that professionals trained in bilingual psychological assessment continue to be in shortage, sometimes resulting in unstandardized testing and invalid interpretation of test results (Ochoa, Rivera, & Ford, 1997).

Why pursue a Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment (LABPA)?
The LABPA Certificate is to increase the utilization of best practices in bilingual psychoeducational assessment based upon an understanding of language acquisition. Best practices incorporate knowledge of tests of cognitive and achievement abilities, of tests of language proficiency, and bilingualism and language acquisition. The goal is to improve the educational experience, educational planning, provision of special education services, and overall well-being of ELL children, and youth in general.



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