In addition to the dynamic assessments mentioned above, teachers can use Cummins' theories on BICS and CALP to analyse the difference between communication skills and currently demonstrated language proficiency. ELL learners might excel in conversational skills (BICS) but face challenges within an academic setting (CALP), which can mistakenly be seen as a learning difficulty. By observing students' language use in a social setting and academia, educators can identify who might require additional support rather than special education services (Cummin, 2000).

Formative assessments that support constructivist theory as outlined by Jean Piaget. Assessments such as peer-to-peer feedback and discussions help teachers observe learning over some time, thus appropriately adjusting their pedagogy. Assessments can show slight discrepancies in ELL learners and their current attainment in language proficiency and current cognitive development (Piaget, 1952). In addition, observation of non-verbal cues, supported by Gardner's theory of Multiple Intelligences, can guide the teacher into the learning difficulties of a student if they demonstrate they are struggling in a non-linguistic way (Gardner, 1983).

Finally, peer-to-peer and regular teacher feedback, alongside portfolio assessment, can provide insight into students' overall progress. Observation is critical to gauge how a student engages in collaborative tasks, and their work can show underlying cognitive or language challenges that might not be apparent through more traditional testing methods. Observation methods can provide a comprehensive approach to identifying and supporting ELL students with SEN (Bronfenbrenner, 1979).