Part 1
An ELL is someone who is in the process of acquiring the English language and culture in addition to their first language (L1) and any other languages they may have acquired previously or be acquiring currently. Language learning is a very challenging experience, and depends on a variety of factors including “personal, experiential, and contextual factors… as well as how well they regulate the linguistic, cognitive, social, and emotional tasks required in language and cultural acquisition” (Navarrete and Watson, 1). When this process seems to be excessively challenging for a student, or the student is making little progress over a great length of time, it is possible that the student also has LD.
Key Characteristics of ELLs
ELLs generally operate at a level of English (speaking, reading and writing) below their English L1 peers. They tend to learn English as young children do: on a predictable timeline, and in a predictable order. As they acquire English proficiency, they may decrease in their L1 abilities due to fewer opportunities to use it. However, ELLs may also create sophisticated sentences using a blend of English and their L1. Due to unfamiliarity with the language, an ELL’s potential and abilities are not likely to be reflected in English language assessments. (Navarrete and Watson, 3) We may observe ELLs acting in ways that demonstrate frustration or poor concentration; it is important that we remember that learning a new language (and a new culture in a new cultural setting) is an extremely draining process, as it requires so much mental alertness (Klingner, 3). Many memory-based difficulties (eg. vocabulary) are simply due to the lack of comprehension, not necessarily memory deficiencies (Klingner, 3). Consider how challenging it would be for you to memorize even 10 unique combinations of sound that had no meaning whatsoever, many of which contain sounds not used in the English language. When the meaning of the words is not clearly understood by the student, this is effectively the challenge they are trying to accomplish, and it is no wonder it is hard. |
Key Characteristics of LD
Students with LD operate at a language level (speaking, reading, and/or writing) that is below that of their same-language peers, to the point that it interferes with their communication (Navarrete and Watson, 3). They may often be frustrated and have difficulty concentrating, but cannot point to the challenge of mastering another language and culture as the primary cause (Klingner, 3). They are up against the same challenges as their peers, but demonstrate poorer concentration and a lower threshold of frustration. Similarly, they may have difficulty memorizing sight words, even though their meaning is understood because the words are in their L1. If the student is also an ELL, their English skills will lag behind those of their L1 peers who have also been learning English for the same length of time. The L1 language challenges interfere with communication with family members and others in their L1 community, as the L1 skills are insufficient or confused. Generally speaking, English assessments do not help to clarify if the challenge is simply the language acquisition process, or a language disorder. (Navarrete and Watson, 3) |
Activity
Using the information from the above paragraphs, create a t-chart to compare ELLs and LD.
Using the information from the above paragraphs, create a t-chart to compare ELLs and LD.
Part 2
Why are ELLs with LD often unidentified?
Misunderstanding: Some teachers are under the impression that a student must be able to speak English at a certain level before being referred to Special Education resources (Klingner, Artiles, and Barletta, 109).
Hesitation: Some teachers struggle to ascertain whether the troubles are LD or simply part of the language acquisition process, so they are reluctant to refer them to Special Education until they are sure.
Why must we be proactive in addressing possible LD in our ELLs?
If we are uncertain as to whether or not an ELL has LD, there are only two errors we could make. If we were to refer a student to Special Education when they do not have LD, the student would simply receive some extra support until they clearly demonstrate that the extra support is not needed, and they will be mainstreamed; no harm is done, aside from the misallocation of resources for a period of time. However, if we were to delay referring the student to Special Education, because of uncertainty about the nature of the challenge they are facing, the student could spend months, if not years, of valuable time missing out on necessary learning supports, and could suffer the consequences long term. While we certainly never want to see a child placed in the wrong learning environment, we need to “be concerned with a failure to address the special education needs of students as well as with their inappropriate placement in special education” (Klingner, Artiles, and Barletta, 109).
What are the challenges in getting ELLs with LD the support they need?
One significant challenge is that most Special Education teachers have not gone through the language acquisition process themselves, and thus cannot understand what that experience is actually like (Eppolito, Lasser, and Klingner, 142). The language learning process is deep, complex, and personal, with family and cultural implications that cannot be appreciated by someone who has never actually moved to a foreign land and been immersed in the language and culture (I speak from experience here, having lived in Thailand for 4.5 years, and studied Thai for 3 years). In addition to this, once an ELL with LD has been referred to Special Education, they are usually withdrawn from the English Program resources (still commonly referred to as "ESL" program) (Eppolito, Lasser, and Klingner, 143). However, Special Education is not designed to meet the needs of the ELL any more than "ESL" is designed to meet the needs of the student with LD; an ELL with LD requires and should have the right to the resources to support both aspects of their unique learning needs (Eppolito, Lasser, and Klingner, 143).
Activity
Choose one of the following questions and write a 1-2 paragraph reflection on it. Post your paragraph to the discussion board when you are finished to share with others.
1. Have you ever taught an ELL you thought (or think now) may have LD? What signs prompted you to wonder if that might be the situation? How did you handle it? Did you feel that your approach was effective? Explain your thoughts.
2. Have you acquired an additional language in an immersive setting? If so, how does that position you to teach your ELLs more effectively? If you haven't, reflect on and brainstorm how you could attempt to accommodate for that lack of personal experience in order to help you better understand what your ELLs are experiencing.
Misunderstanding: Some teachers are under the impression that a student must be able to speak English at a certain level before being referred to Special Education resources (Klingner, Artiles, and Barletta, 109).
Hesitation: Some teachers struggle to ascertain whether the troubles are LD or simply part of the language acquisition process, so they are reluctant to refer them to Special Education until they are sure.
Why must we be proactive in addressing possible LD in our ELLs?
If we are uncertain as to whether or not an ELL has LD, there are only two errors we could make. If we were to refer a student to Special Education when they do not have LD, the student would simply receive some extra support until they clearly demonstrate that the extra support is not needed, and they will be mainstreamed; no harm is done, aside from the misallocation of resources for a period of time. However, if we were to delay referring the student to Special Education, because of uncertainty about the nature of the challenge they are facing, the student could spend months, if not years, of valuable time missing out on necessary learning supports, and could suffer the consequences long term. While we certainly never want to see a child placed in the wrong learning environment, we need to “be concerned with a failure to address the special education needs of students as well as with their inappropriate placement in special education” (Klingner, Artiles, and Barletta, 109).
What are the challenges in getting ELLs with LD the support they need?
One significant challenge is that most Special Education teachers have not gone through the language acquisition process themselves, and thus cannot understand what that experience is actually like (Eppolito, Lasser, and Klingner, 142). The language learning process is deep, complex, and personal, with family and cultural implications that cannot be appreciated by someone who has never actually moved to a foreign land and been immersed in the language and culture (I speak from experience here, having lived in Thailand for 4.5 years, and studied Thai for 3 years). In addition to this, once an ELL with LD has been referred to Special Education, they are usually withdrawn from the English Program resources (still commonly referred to as "ESL" program) (Eppolito, Lasser, and Klingner, 143). However, Special Education is not designed to meet the needs of the ELL any more than "ESL" is designed to meet the needs of the student with LD; an ELL with LD requires and should have the right to the resources to support both aspects of their unique learning needs (Eppolito, Lasser, and Klingner, 143).
Activity
Choose one of the following questions and write a 1-2 paragraph reflection on it. Post your paragraph to the discussion board when you are finished to share with others.
1. Have you ever taught an ELL you thought (or think now) may have LD? What signs prompted you to wonder if that might be the situation? How did you handle it? Did you feel that your approach was effective? Explain your thoughts.
2. Have you acquired an additional language in an immersive setting? If so, how does that position you to teach your ELLs more effectively? If you haven't, reflect on and brainstorm how you could attempt to accommodate for that lack of personal experience in order to help you better understand what your ELLs are experiencing.