Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference From Language Impairment in English Learners

2019 ◽  
Vol 42 (2) ◽  
pp. 93-99
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Academic Success ◽  
Best Practices ◽  
Language Proficiency ◽  
Language Impairment ◽  
English Learners ◽  
First Language ◽  
School Setting ◽  
Assessment Practices ◽  
Language Difference ◽  
American Schools

The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child’s school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student’s ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.

Improving the Quality of Second Language Writing by First Language Use

2016 ◽  
Vol 6 (4) ◽  
pp. 767 ◽  
Author(s):  
Moussa Ahmadian ◽  
Sajjad Pouromid ◽  
Mehdi Nickkhah
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Learners ◽  
First Language ◽  
Task Type ◽  
Language Groups ◽  
Language Writing ◽  
L1 Use ◽  
Development Structure

The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persian-speaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.

Phonemic Awareness and Literacy Development in Young English Learners With Non-Alphabet-Based Home Language

2018 ◽  
pp. 285-299
Author(s):  
Jenna Min Shim
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
English Learners ◽  
Literacy Development ◽  
First Language ◽  
Learning Opportunities ◽  
Literacy Acquisition ◽  
Education For All ◽  
Early Literacy Development

This chapter examines a widely accepted assumption that phonemic awareness is a precursor to early literacy development through a review of existing research studies in the field of phonemic awareness, early literacy acquisition and development and bilingual literacy acquisition and development. Based on a foundation that success in early literacy acquisition has a significant impact on students' later academic success, the author argues that unconditionally and uncritically accepting the view that phonemic awareness and literacy development are positively correlated can exclude many English learners (ELs) from learning opportunities and thus from later academic success. The author concludes that if educators are committed in providing equitable education for all students, we should not assume that all ELs have the same needs in early literacy acquisition instruction, and to do otherwise is to marginalize ELs especially the ones whose first language system bears no resemblance to that of English.

scholarly journals Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts

2017 ◽  
Vol 11 (1) ◽  
pp. 54 ◽  
Author(s):  
Alexandra Babino ◽  
Ricardo González-Carriedo
Keyword(s):  
Language Proficiency ◽  
Standardized Assessments ◽  
Assessment Practices ◽  
District Leaders ◽  
Cultural Backgrounds ◽  
Emergent Bilingual ◽  
School District Leaders ◽  
American Students ◽  
Biliteracy Development ◽  
American Schools

American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development admist largely hegemonic, monolingual school systems.

scholarly journals On the multidimensionality of bilingualism and the unique role of language use*

2021 ◽  
pp. 1-13
Author(s):  
Patrycja Kałamała ◽  
Magdalena Senderecka ◽  
Zofia Wodniecka
Keyword(s):  
Best Practices ◽  
Language Proficiency ◽  
Language Use ◽  
First Language ◽  
Measurement Methods ◽  
Language Switching ◽  
Unique Role ◽  
Language Mixing ◽  
Language Environment

Abstract The multidimensionality of the bilingual experience makes the investigation of bilingualism fascinating but also challenging. Although the literature distinguishes several aspects of bilingualism, the measurement methods and the relationships between these aspects have not been clearly established. In a group of 171 relatively young Polish–English bilinguals living in their first-language environment, this study investigates the relationships between the multiple measures of bilingualism. The study shows that language entropy – an increasingly popular measure of the diversity of language use – reflects a separate aspect of the bilingual experience from language-switching and language-mixing measures. The findings also indicate that language proficiency is not a uniform aspect of the bilingual experience but a complex construct that requires appropriately comprehensive measurements. Collectively, the findings contribute to the discussion on the best practices for quantifying bilingualism.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Identification of Current Best Practices for Short-term Medical Mission Trips and Adherence to Current Common Principles and Guidelines

2020 ◽  
Vol 7 (2) ◽  
pp. 67-82
Author(s):  
Susan Andrews
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Language Proficiency ◽  
Survey Methodology ◽  
Healthcare Providers ◽  
Final Analysis ◽  
Short Term ◽  
Convenience Sample ◽  
Operational Practices ◽  
Descriptive Survey

Background:  Recent reviews of published guidelines for conducting short-term medical missions (STMM) identify significant concerns about the lack of adherence and of formal regulations concurrent with the increasing number of individuals and organizations participating in STMM. Method: A descriptive survey methodology was used. A 44-item survey that identifies current practices utilized by healthcare providers (HCP) who have participated in STMM was used based on the literature and prior research, and distributed electronically to HCP participating in STTM to identify current best practices and compare findings with the most recent recommendations for short-term global health activities. A focus on current operational practices was surveyed and analyzed to develop operational recommendations for the ethical and safe care provided during STMM. Results: Eighty-seven surveys were included in the final analysis, with 33% (N=29) serving as coordinators for the trip. The majority of the respondents were female (67%) and the primary roles represented were: MD (N=17; 20%), nurse practitioner (N=20; 23%), and registered nurse (N=18; 21%). A majority (N=48; 67%) traveled to South America or Latin America, with 38% (N=33) having participated in four or more STMM. Language proficiency was reported as deficient (N=35; 40%) along with little or no knowledge of the basic culture (N=39; 45%). Additional data were collected on trip preparation, clinic operations, and outcomes follow up. Conclusions: Using a convenience sample, the results of the survey provide information on the current best practices utilized by HCP who have participated in STMM and compare the findings to assess for adherence with the most recent recommendations for short-term global health activities. There was variation in the degree to which HCP were knowledgeable about specific aspects related to knowledge of local culture, language proficiency, and adherence to recommended practices for STMM. Additional research on STMM is needed, along with further exploration of how evidence based practices for STMM can be implemented to improve access and safety to the care provided while in the host country.

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

Predictors of English Medium Instruction academic success: English proficiency versus first language medium

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102378
Author(s):  
Samantha Curle ◽  
Dogan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay
Keyword(s):  
Academic Success ◽  
English Proficiency ◽  
First Language ◽  
English Medium Instruction
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