The focus of this volume is on those theoretical, psychometric and practical issues which pose a challenge to the measurement of language proficiency. The complexity and difficulty of defining communicative competence and identifying valid and appropriate approaches for its measurement among students with limited English skills is reflected both by the researchers and educators who contributed to the volume. In addition to, adding, highlighting, positing or negating current findings and perspectives regarding communicative competence, the perspectives represented in the volume, provide valuable information about the nature of children's language use, its assessment and the role of first and second language in academic achievement. The book is divided into two sections which demonstrate the need for continued multidisciplinary dialogue among researchers and practitioners. Approaches to Communicative Competence This part of the book centers on current perspectives and research. The individual chapters in their diversity, pose a challenge both for those attempting to use communicative competence to interpret the results of currently used language proficiency measures as well as for those attempting to develop valid language assessment instruments from a communicative competence perspective. Application The attempt to better understand communicative competence has resulted in a wide range of applied research within the context of bilingual and immersion education. The chapters, included here are representative of the research undertaken to explore practical and valid ways to assess language competencies and to define their role in the educational placement of students with limited English skills.