The ability to test a student's language skills is essential as a teacher. Over the years, classrooms have become much more diverse and a wide variety of disabilities are presented on a daily basis. Often these disabilities contain a language disorder that appears as a side effect of the main disability. Unfortunately, assessing language is not as simple as one might think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon: it is “multidimensional, complex and dynamic; it involves many interdependent processes and capabilities; and this changes from one situation to another” (p. 274). Language also develops at different times in different individuals, making language assessment even more difficult for test administrators to score and evaluate. To better understand students' language impairments, teachers need to be aware of appropriate language tests that might be administered. To ensure that the best language test is delivered to a student, there are several different tests to choose from. To test a student's overall language abilities, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wants to test a specific language skill such as pragmatics, phonology, syntax, or semantics, they will need to find the test best suited to the student's unique situation. Pragmatics, the language of conversation, is an important component of language that unfortunately many people have difficulty with. From a young age, teachers and other adults can usually sense a child's socialization problem in the middle of a piece of paper......of the Spoken Language Publication Abstract (LCAP) form. Retrieved from http://www.pearsonassessments.com/NR/rdonlyres/E56A4DA9-DF5C-4760-8FA2-220065C369AE/4310/caslinternet1.pdf Kuder, S. J. (2008). Teaching students with language and communication disabilities (3rd edition). Boston, MA: Allyn and Bacon. Oral and Written Language Scales, Second Edition (OWLS-II), Western Psychological Services. Retrieved from http://portal.wpspublish.com/portal/page?_pageid=53,279547&_dad=portal&_schema=PORTALPhonemic awareness and rapid naming. Retrieved from http://www.proedinc.com/customer/productview.aspx?id=1615Young, EC, Diehl, JJ, Morris, D., Hyman, SL, Bennetto, L. (2005). The use of two language tests to identify pragmatic language problems in children with autism spectrum disorder. Language, Speech and Hearing Services in Schools, 36(1), 62-72.