DQ 1.docx esl 540
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School
Grand Canyon University *
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Course
540
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
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1
Uploaded by MajorFlagCrocodile30
DQ 1
It could be considered that there may be numerous reasons that account for the disproportionately high representation of ELLs in ESS/special education and disproportionately low representation in gifted and talented programs. However, one of the main reasons might be that teachers are challenged with understanding why English language learners are struggling or may be unsure of why an ELL student may lack academic advancement. More often than not, many teachers who encounter this situation turn to special education for help because they are unsure of how to acclimatize their English language curriculum to meet the needs of ELL students. They may also be ambiguous as to how to determine whether an ELL student is experiencing difficulties due to a learning disability or because of their limited English language proficiency
and
believe their only option is to refer the student for an assessment for special education placement.
Therefore, many ELLs placements may not be due to developmental delays but their inability to follow the regular streamed program due to language barriers, or their teacher’s inability to determine possible causes for any delays or the lack there of. Robertson, et al (2023) states that “It is essential that different academic interventions are tried and the results recorded before any formal special evaluation assessment is requested”. Nevertheless, as a result of these differences, many ELLs may be inappropriately identified as having a disability.
Fernandez et al (2013). States “Artiles and Ortiz (2002) suggest that English language learners with the least amount of language support are most likely to be referred to special education and less likely to graduate with a high school diploma. ELLs who receive all of their instruction in English were almost three times as likely to be in special education as those who receive some native language support.”
And since there’s been a large increase in students who come from diverse backgrounds that are in schools unfortunately, in many instances, teachers aren’t adequately prepared to address their needs
Resources
Robertson, K., Sanchez-Lopez, C. & Breiseth, L. (2023). Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations. Retrieved from https://www.colorincolorado.org/article/addressing-ells-language-learning-and-special-
education-needs-questions-and-considerations
Fernandez, N. & Inserra, A. (2013). Disproportionate Classification of ESL Students in U.S. Special Education. Retrieved from https://tesl-ej.org/wordpress/issues/volume17/ej66/ej66a1/
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