English Language Learners & Learning Disabilities

Barrera, M. (2006). Roles of definitional and assessment models in the identification of new or second language learners of English for special education. Journal of Learning Disabilities, 39(2), 142-156.

The purpose of this study is to explore a “chaotic” theoretical framework for identifying students with learning disabilities. The article begins by framing the complex issue of definitions and inadequate practices in regards to English language learners. Barrera cites significant linguistic theorists such as Cummins, Krashen, Garcia, and Ortiz, and has conducted multiple research initiatives regarding assessment, learning disabilities, and English language learners. This article provides helpful insight into the definitional issues and the importance of correct diagnosis in referring students for special education services.

Case, R. E., & Shanon S. Taylor. (2005). Language difference or learning disability? Answers from a linguistic perspective. The Clearing House, 78(3), pp. 127-130.

This short yet concise article provides an overview on the issue of language learning and learning disabilities. Case and Taylor quickly explore several shared symptoms between language struggles and actual learning disabilities, such as pronunciation, syntax, and semantics. The article ends by examining classroom environmental factors that are conducive to second language acquisition. This source gives a wide overview of the issue, as well as well-informed pedagogical responses that are reflective of the TESL program.

Cloud, N. (1994) Special education needs of second language learners. In F. Genesee (Ed.), Educating Second Language Children (pp. 246-247). New York: Cambridge University Press.

The entire text edited by Genesee is a rich collection of resources and insights about ESL. In chapter 10, Cloud specifically addresses special education needs of ESL students by examining a framework of second language acquisition by Spolsky, and a look at the diagnostic process. She also provides another framework for addressing effective instructional planning in the classroom and on a programmatic level. Her thorough approach to this topic guides the reader through contributing aspects of language learning and learning difficulties that ought to be considered, such as present knowledge, ability, motivation, and opportunity. She cites various linguistic theorists that validate her work. In turn, her work proves learners with a reflective and reliable source on the topic of ELLs and special education.

Huang, J., Clarke, K., Milczarski, E., & Raby, C. (2011). The assessment of English language learners with learning disabilities: Issues, concerns, and implications. Education, 131(4), 732-739.

This recent article provides an overview of assessment issues, concerns, and implications for English language learners with learning disabilities. Huang examines the major issues concerning ELLs with learning disabilities, the disadvantage that students face, and the referral process. The concerns include educators’ lack of knowledge in addressing the issues, the necessity for correct identification and early identification for long-term success, and validity and fairness of assessment for these unique learners. The implications include the need for laws and regulations pertaining to these students’ need, the growing need for further research and professional development, appropriate assessment, and the support of family in the learning process. Huang provides a host of issues and concerns to be further explored, and carefully lays out what ought to be addressed for the rectification of this complex issue.

Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say. Journal of Learning Disabilities, 33(3), 239.

This article examines the difficulties of providing meaningful and significant definitions of learning disabilities. The authors carefully follow the progression of definitions, all the while providing analysis’ and critiques. After determining the significant issue of defining the definition of learning disabilities, Kavale and Forness seek to resolve the problem. The articles serve as an excellent critical analysis of definitions and what definitions actually mean. It’s a long and very thorough article, providing much depth on this very specific issue of definitions regarding learning disabilities.

Klingner, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108-128.

This study reviews ELLs with learning disabilities through the examination of literacy related means. The authors sought to differentiate between ELLs who struggle to acquire literacy because of limited English proficiency and ELLs who struggle because of a learning disability. In their conclusion they state the necessity for more research on the needs of underachieving ELLs who do not have a learning disability but still struggle with literacy acquisition, as well as a host of other future research needs. Throughout the study, the authors provide a well-rounded context of knowledge concerning the issue of literacy struggle for ELLs with potential learning disabilities. This article is helpful for providing insight to future research needs and issues.

Kushner, M. I. (2008). Preparing highly qualified teachers for English language learners with disabilities and at risk of disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(1), 42-57.

Kushner explores the little information on teacher qualification for ELLs who have learning disabilities and are at risk for special education referrals. This article then discusses the challenges and present need for general education program personnel to have higher standards of professional practice. Kushner reports that schools are under pressure to close the achievement gap between subgroups and mainstream peers, and yet little information is provided about the expectations for those educating the subgroup of ELLs. This article would be a helpful resource for research on systemic expectations and professional development.

Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with specific language impairment. Language, Speech & Hearing Services in Schools, 36(3), 172-187.

Paradis explores grammatical morphology in children learning English as a second language and the implications of similarities with Specific Language Impairment (SLI). This source is rich with citations of other linguistic theorists such as Cummins, Genesee, and Ortiz, providing a highly complicated study that was conducted to determine whether typically developing ELLs have shared similarities of English spoken by monolingual children with SLI. The study provides insight about ELLS with language disorders and language struggles. Furthermore, the study evaluates the use of standardized assessment for nonnative English speakers as a negative practice.

Salend, S. J., & Salinas, A. G. (2003). Language differences or learning difficulties. Teaching Exceptional Children, 35(4), 36-43.

The exploration of multidisciplinary teams in determining language differences or learning difficulties is a highly relevant topic of consideration. The authors provide recommendations for teams seeking to provide ELLs with potential learning disabilities with appropriate services. Their proposal of multidisciplinary approaches to the issue also includes recommendations for various language acquisition factors and aspects, as well as a host of questions that ought to be considered in the identification and referral process for special education.

Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 20(1), 6-15. doi:10. 1111/j. 1540-5826. 2005. 00115. x.

Wagner et al. explores the challenges of identifying and approaching English language learners with learning disabilities. Identification, referral for special education process, and assessment are areas of major concern and need for further research and exploration. The authors determine the consequences and implications of these challenges, and also provide developing comparable assessment. This highly academic study provides a thorough understanding of the issues and consequences, and need for further research and improvements in the areas of identification, referrals, and assessment of ELLs with learning disabilities.