Psychological Testing of Linguistic-Minority Students: Knowledge Gaps and Regulations

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Abstract
Bilingualism is like random chaos for psychometrics. The literature on testing repeatedly has documented the existence of robust and persistent anomalies in the test scores of bilingual students. School psychology, conceivably the most test-dependent and test-defined profession, is the recipient of an inadequate technology and knowledge base, which exposes its growing bilingual clientele to needless levels of error and misdiagnosis. The lack of viable regulations regarding the testing of bilingual pupils exacerbates the already difficult problems confronting school psychologists and the language-minority students they attempt to serve.