The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners

2014 ◽  
Vol 45 (3) ◽  
pp. 220-233 ◽  
Author(s):  
Mary Alt ◽  
Genesis D. Arizmendi ◽  
Carole R. Beal
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Specific Language ◽  
The Relationship ◽  
Academic Implications

Assessing English Language Learners: A Perplexing Puzzle

2008 ◽  
Vol 9 (2) ◽  
pp. 45-51 ◽  
Author(s):  
Margo Gottlieb ◽  
Cristina Sanchez-Lopez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Education ◽  
Multiple Sources ◽  
Specific Language ◽  
Full Complement

Abstract The intersection of language education and special education is not clearly marked for linguistically and culturally diverse students; some qualify as English language learners; others as English language learners with disabilities or specific language impairment; still others with only disabilities or specific language impairment. It is often perplexing to try to decipher which category is most appropriate and, consequently, how best to serve these students. Assessment data, if reliable and valid, coupled with historical information, can help define the pathway to educational success for the fastest growing segment of our school population. This article shares the challenges facing educators of English language learners and attempts to show how proper assessment can guide educational decision making. We pose that for English language learners, assessment must entail the gathering of information from multiple sources on their language proficiency and academic achievement in both English and their native language. In that way, we obtain a comprehensive portrait of the students' full complement of knowledge and skills. Ultimately, English as a Second Language or bilingual teachers working along with speech-language pathologists need to collaborate in the collection, analysis, and interpretation of data to afford English language learners optimal opportunities for success in school.

An Examination of the Morpheme BE in Children With Specific Language Impairment

1997 ◽  
Vol 40 (3) ◽  
pp. 480-492 ◽  
Author(s):  
Patricia L. Cleave ◽  
Mabel L. Rice
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Omission Error ◽  
Specific Language ◽  
Language Status ◽  
Normal Language ◽  
The Relationship ◽  
Omission Errors

This study examined the production of the morpheme BE, focusing on the influence of contractibility, the relationship between copula and auxiliary forms, and the occurrence of non-omission errors. Language samples collected from children with SLI and from normal language learners at equivalent MLU levels were analyzed. Three levels of contractibility were examined: contractible, syntactically uncontractible, and phonetically uncontractible. Contractible contexts were produced significantly more accurately than uncontractible contexts by both groups. There was no difference between the two forms of uncontractibility. Furthermore, there were no significant interactions between language status and contractibility, suggesting that contractibility influenced both groups equally. Copula forms were produced more consistently than auxiliary. There was no interaction between BE type and language status. The groups did not differ in proportion or type of non-omission error. The results are discussed in relation to accounts of morphological deficits in SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

scholarly journals PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

2019 ◽  
Vol 20 (2) ◽  
pp. 105-115
Author(s):  
Suprihadi Suprihadi ◽  
Muh. Syafei
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Reading Strategy ◽  
Training And Education ◽  
The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

English Language Learners and the Response to Intervention Model

2015 ◽  
pp. 198-222 ◽  
Author(s):  
Melissa Christine Higgins
Keyword(s):  
English Language Learners ◽  
Response To Intervention ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Successful Implementation ◽  
Education Programs ◽  
Speech And Language Impairment ◽  
Rti Model ◽  
Research Based Interventions

English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.

scholarly journals Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children

2000 ◽  
Vol 27 (2) ◽  
pp. 313-333 ◽  
Author(s):  
GISELA HÅKANSSON ◽  
KRISTINA HANSSON
Keyword(s):  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Relative Clauses ◽  
Sentence Completion ◽  
Target Structure ◽  
Elicited Imitation ◽  
Specific Language ◽  
The Relationship

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.

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