16 – Distinguishing Between a Language Acquisition Problem and Learning Challeng
16 – Distinguishing Between a Language Acquisition Problem and Learning Challenges in ELL Students
Michele Hudson
Rationale
Working in the high school setting in a resource position, I often collaborate with teachers of students who are English Language Learners (ELLs) regarding placement and best programming options for some of their students. Distinguishing between a language acquisition difficulty and a possible learning difficulty/disability is very challenging, particularly when the student is a refugee with little or no education in their first language. This is perhaps one of the most difficult aspects of my job. Becoming more informed on best practices will enhance my ability to be effective and culturally responsive in my role.
Introduction
English Language Learners (ELL’s) come to us with a great range of cultural, linguistic, socio-economic and educational backgrounds. Some may be new immigrants by choice, others from refugee situations. Regardless of ‘why’, all students will have a challenging road ahead of them in acquiring English as an additional language. “Cummins states ‘English language learners typically require at least five years to catch up to their English speaking peers in literacy related language skills’” (Coehlo, 2012, p. 313). “Those with limited prior schooling will need more support for a longer period of time” (Coehlo, 2012, p. 314). As well, “it is reasonable to think that most cultural groups throughout the world probably have the same percentage of children with more complex learning needs as those statistically found in North American populations”(Helmer & Eddy, 2012, p. 81). Because of the similarities in characteristics of learning disabilities and language acquisition problems, it has been common to find ELLs overrepresented in special education for language acquisition issues and for ELL students with a learning disability (LD) to go undiagnosed. Klingner suggests using an “ecological framework” that “considers both contextual and intrinsic factors that can affect a student’s performance” (Klingner, NYC document, p. 7) to determine whether an ELL has a LD.
In order to effectively distinguish between language acquisition difficulties and learning challenges there needs to be a team-based process requiring extensive analysis of student opportunities to learn in the classroom and response interventions, consideration of background data and factors, and the use of appropriate formal and informal assessments over time to monitor student progress.
Opportunities to Learn and Response to Intervention (RTI)
“We cannot distinguish between LD and language acquisition without making sure that ELLs are receiving adequate opportunities to learn” (Klingner, 2012). As all EAL students are diverse in needs and backgrounds, a thorough profile needs to be established for new students during intake, gathering information about L1 education, first languages, cultural background, family circumstances and other specific needs. Thi