Welcome
In this modern era, it is highly likely that we will encounter ELLs in our classrooms, either here in multicultural Canada, or overseas, if we start our career internationally.
Likewise, as we continue to progress in our ability to provide quality Special Education to students in a mainstream classroom environment, it is also highly likely that we will encounter LD in our classrooms.
Both groups of students can struggle with language - reading, writing, oral comprehension, and speech; and a variety of related subtasks.
However, LD is not restricted to students who are already fluent in English, and the reality is that sometimes our ELLs should also be identified with LD.
This presents us with some key questions:
Likewise, as we continue to progress in our ability to provide quality Special Education to students in a mainstream classroom environment, it is also highly likely that we will encounter LD in our classrooms.
- Please note that we should be conscious of never using phrases such as "LD students" or "LDs" to refer to our students, but should use the phrase "students with LD." This reflects the reality that our students are people first and foremost, and are not defined solely by their LD. The abbreviation "LD" is used throughout this website to represent the full term "Learning Disability(-ies)" in every context, as is common and accepted practice.
- Similarly, the phrase "English as a Second Language" (ESL) is no longer considered the most respectful and appropriate term to use when referring to students who are learning English, as many students are learning English as a third, fourth, or other additional language. The current best practice (taught in AQ courses and used in academic writing) is to refer to these students as English Language Learners (ELLs).
- Therefore, the most appropriate and respectful way to refer to students who are learning English and also have LD is as "ELLs with LD", which is the phrase used throughout this website.
Both groups of students can struggle with language - reading, writing, oral comprehension, and speech; and a variety of related subtasks.
However, LD is not restricted to students who are already fluent in English, and the reality is that sometimes our ELLs should also be identified with LD.
This presents us with some key questions:
- How can we tell if a student's struggle is due to "normal" language learning challenges, or an underlying LD?
- How can we assess for LD if our tests are in English and the student is not fluent enough to get reliable results?
Purpose
This eLearning module is designed for current teachers who teach ELLs, whether in Canada or overseas. When I was overseas, I taught an ELL who really struggled to master basic letter sounds, and after months of instruction, had made negligible progress in reading, writing, and oral communication in English. Due to lack of resources and training, it was months before anyone on staff started to investigate whether there might be an underlying exceptionality, as well. During that time period, and in the months after his identification with LD, I really wished I had some resource to help me understand his challenges better, and to give me a better idea of ways I could assist him in my classroom. This module was created to answer the question, "What do I wish I could have had access to then to help me?" It is my hope that other young teachers at schools with limited resources may find this site and use it as a starting point in their own classrooms.
Throughout this module, there are activities that will deepen your understanding of the content covered, and there are opportunities for you to share your activities on the discussion board. While it is not mandatory, it can be a great way to share our various professional insights with others, so please feel free to get involved by sharing your work!
By the end of this eLearning module, you will be able to:
Throughout this module, there are activities that will deepen your understanding of the content covered, and there are opportunities for you to share your activities on the discussion board. While it is not mandatory, it can be a great way to share our various professional insights with others, so please feel free to get involved by sharing your work!
By the end of this eLearning module, you will be able to:
Identify key points of difference between ELLs and Students with LD |
understand how English language learning and ld together affect both the learner and the teacher |
begin using strategies to build on the academic and cultural strengths of your students |