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The ELL: Who should beThe ELL: Who should be

referred for SPEDreferred for SPEDservices?services?

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A Summary of English Language Learners with Special Education NeedsAlfredo J. Artiles and Alba A. Ortiz (2002)

Published by the Center for Applied Linguistics

English language learners with the leastamount of language support are mostlikely to be referred to special education.ELLs receiving all of their instruction inEnglish were almost three times as likelyto be in special education as those

receiving some native language support.

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Consequences

The dropout rates for English languagelearners are 15-20% higher than theoverall rate for non-English languagelearners. This lack of academic success isalso the cause for referrals of Englishlanguage learners to special education.

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1 st and 2 nd language Ac. Sim

Both are built through interaction with others Easier to learn social than academic language Easier to learn at younger ages Syntax develops naturally through immersion,

learned through phrases Fluency in 1 st language makes fluency in 2 nd

easier More background knowledge in 1 st , more

acquisition in 2nd

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BICS

Basic Interpersonal Communication Skills(language of the playground andsupermarket)

meaningful social context. not very cognitively demanding. not specialized.

These language skills usually develop withinsix months to two years after arrival in theU.S. http://www.everythingesl.net/inservices/bics_calp.php

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Cognitive Academic LanguageProficiency

Formal academic learning. Includes listening, speaking, reading, and writing

about subject area content material.

This level of language learning is essential to succeedin school.

Usually takes from five to seven years. If a child has no prior schooling or has no support in

native language development, it may take seven toten years for ELLs to catch up to their peers.http://www.everythingesl.net/inservices/bics_calp.php

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3 Categories of ELLs who will Experience AcademicDifficulty

Artiles and Ortiz (2002)

1. Deficiencies in their learning-teachingenvironment Lack of effective ESL support

2. Those experiencing academic difficultiesnot related to a learning disability Interrupted schooling, limited formal

education, medical problems, low attendance, high transiency, etc.3. True ELLs in need of Special Education

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Flow chart

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Is the student experiencing academicdifficulties ?

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Indicators that may characterize a genuine disability(Roseberry-McKibbin 2002):

difficulty learning at a normal rate, even with assistance(especially in the L1)

deficits in vocabulary (particularly when deficits also exist inthe L1)

communication difficulties at home and with peers of similar

linguistic and cultural backgrounds family history of disability report by parents of slower development than siblings overreliance on gestures rather than speech (especially when

also observed in the L1) need for frequent repetition and prompts during instruction

(especially when also seen with instruction delivered in the L1) difficulty following directions, irrespective of language used serious qualitative and quantitative differences compared with

peers when speaking the L1

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Are the curricula and instructional materials knownto be effective for the LEP?

Classroom language adapted for LEP? Activities adapted for the ELL?

Are language skills being taught explicitly?(This is also true for the student from alower socio-economic level)

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Has the problem been validated by:

Observations in a variety of settings? Comparing the student to others from a

similar background?

Parental perceptions? Work samples? BVAT?

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Systematic efforts

Teacher Curriculum

Instruction Student

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Systematic efforts (T):

Culture Has the teacher gathered cultural

information specific to the student andhis/her family? native/traditional versus immigrant group parent interviews student interviews home visits

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Systematic efforts (T):

Language Proficiency Were the student's linguistic

characteristics addressed by the teacher in planning instruction? Comprehensible input is provided. Focus of instruction is on meaning rather than

error correction. There are opportunities for English language

acquisition.

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Systematic effortsStudent Variables: Experiential Background Are there any factors in the student's school history

which may be related to the current difficulty? attendance/mobility

opportunities to learn program placement(s) quality of prior instruction

Are there any variables related to family history whichmay have affected school performance? lifestyle length of residence in the U.S. stress (e.g. poverty, lack of emotional support)

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Systematic efforts

More student variables :CultureLanguage Proficiency

Learning StyleMotivational influence Is the student's self-concept enhanced by school

experiences? Is schooling perceived as relevant and

necessary for success in the student's familyand community?

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Systematic effortsExposure to the Curriculum Were skills in question taught? Did student receive adequate exposure to curriculum?

In his/her dominant language sufficient practice to achieve mastery

Was instruction sensitive to student's level of performance? instructional, frustration, independent levels

higher level cognitive skills vs. basic skills Was adequate mastery of skills/concepts ensured prior to moving on to new material?

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Systematic efforts Does the teacher use alternative approaches

when there is evidence of a learning difficulty? teach reteach using significantly different approaches teach prerequisite skills

Does the teacher use strategies that are knownto be effective for language minority students? native language and ESL instruction

genuine dialogue with students contextualized instruction collaborative learning self-regulated learning

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Lets look at some scenarios

http://www.danbury.k12.ct.us/pupilservweb/squicmweb/scenarios.html