Teach English in Baoping Jiedao - Tianjin

Learning Disability finalThere is an ever increasing number of english Language Learners (ELLs) in schools (1). Children* who are learning english in an educational context may present with difficulties in the classroom that are initially difficult to explain. The presence of a learning disorder (LD) is one explanation for why an ELL may have difficulty. Knowing whether an ELL has a learning difficulty because of external factors, language difference or LD is of prime importance in ensuring the student has every opportunity to succeed and is not potentially stigmatised by an unwarranted label. This brief paper will seek to explore some of the steps, and factors to consider during the journey that an english Language Teacher (ELT) may go through to decide if a student has a potential LD. Step 1: Is this a learning difficulty due to external factors? A teacher may note that an ELL is not progressing at the same rate as their age matched peers or is unable to access the materials in the same way as peers. The ELT needs to consider if there are external factors, e.g. lack of knowledge or resources, that are leading to a student?s difficulty accessing the curriculum. One example of an external factor impacting on an ELLs learning experience is a limited classroom teacher knowledge regarding normal 2nd language acquisition, e.g. the mismatch of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) (terms coined by Cummins, 1979). Classroom teachers may see an ELL speaking confidently in the highly contextualized social setting and think that they do not need support in decontextualized academic contexts. The ELT may need to educate the classroom teacher on the differences between BICS and CALP (e.g. an ELL may acquire BICS within 2-3 years, whilst CALP may take 5-10 years) and provide materials to help the classroom teacher modify their teaching practices to support the ELL student. ELTs may use modified versions of Herrera and Murphy?s Model of 2nd Language acquisition (2) to elucidate the ELLs journey towards CALP. Many excellent examples of how this model and other strategies can be applied in the regular and EAL classroom abound on the internet (3 ? 8). If the learning environment appears adequate, including the use of supporting teaching strategies, then further investigation is warranted. Step 2: Is this a Language Difference? The second variable for ELTs to consider is language difference. Language difference is the normal variations in english that occur as a result of the acquisition of a 2nd language (12). Included in this area are the typically occurring phenomena of: ? ?Interlanguage?: where a learners approximation of the L2 creates a separate linguistic system not governed by L1 or L2 rules. ? ?Interference? or transfer from their first language (L1) to english (L2) where a child may make an english error due to the direct influence of an L1 structure. ? The ?silent period?: when the child learning an additional language says nothing or very little. ? ?Codeswitching?: where L1 and L2 are included in the same phrase or sentence. ? Language loss or ?subtractive bilingualism?: where the child loses some knowledge in their L1 whilst learning the L2. This can have negative consequences for their self-identity and family life and thus teaching an L2 should aim for ?additive bilingualism?.(13) If the learning difficulties cannot easily be accounted for by language difference, then investigation of a LD is warranted. Step 3: Is this a Learning Disability? Learning disability (also known as, learning difficulty, learning disorder or learning difference) is defined as a significant difference between a student?s achievement and potential (often measure with IQ). There are many classification systems for LD. For a more detailed definition of LD readers are referred to that provided in Payne and Irons (14). In order to determine if an ELL has a LD a thorough assessment must be conducted. The ELT is an invaluable member of the assessment team. In addition other professionals (e.g. Special Education teacher, Psychologist, Speech Pathologist, Occupational Therapist, translators) and parents may be involved. Information from parents and educators about the prior history of the child and family is essential to supplement any formal assessment data. The assessor must consider many variables, including: ? Native language and literacy skills, ? english language and literacy skills, ? Cultural factors that may influence test and school performance, ? Family, medical and developmental history, ? Educational history and the nature of previous reading instruction. (15) Current opinion suggests that the only way a language disability can reliably be distinguished from language difference is to do a complete assessment in both languages (16). The assessment should ideally include standardised and descriptive information as standardised tests are often inappropriate for the ELL (17 & 18). There is agreement, that upon completion of assessment, if problems are apparent only in the second language, it is probably a language difference issue. If problems are present in both languages then it is likely a LD (17). (For more discussion on best practice in differential diagnostic assessment of ELLs see The ?Language Difference versus Language Disability (LDLD) Model? (13).) Conclusion In summary, it is important to note that a learning disability has an internal cause; it will not cure itself with time. Students with learning disabilities need to be taught compensatory strategies to help overcome the disability. Alternatively, language difference can have an external cause. With time and appropriate teaching strategies in place, language difference will minimise or completely disappear (17). In either case, the ELT plays a crucial role in identification and facilitation so that our students reach their maximum potential. References (1) Disabilities in english Language Learners. Washington, D.C. OCTOBER 14-15, (2003). Workshop Summary. Online at: http://www.nichd.nih.gov/publications/pubs/upload/ELL_summary.pdf (2) Terrell (unknown). A Natural Approach to Second Language Acquisition. Modern Language Journal 6, pp. 325- 337 PRESENTATI ONS: Stages of Second Language Acquisition - Chart. Online at: http://www.academicesl.com/docs/09-2Stages_of_Second_Language_Acquisition-Chart.pdf (3) Broatch, L. (unknown). Helping english Language Learners who struggle in school. Online at: http://www.greatschools.org/special-education/LD-ADHD/1152-english-language-learners-who-struggle.gs (4) Klingner, J.K., Artiles, A.J., & Mendez Barletta, L. (2006: March/April). english Language Learners Who Struggle with Reading: Language Acquisition or LD? Journal of Learning Disabilities. Vol 39, (2), 108-128. Online at: http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/ELL%20research%20articles/Language%20Acquisition%20or%20LD.pdf (5) Ortiz, A. (2001). english Language Learners with Special Needs: Effective Instructional Strategies. Online at: http://www.ldonline.org/article/5622/ (6) Shore, J.R. & Sabatini J. (2009: May). english Language Learners with Reading Disabilities: A review of the Literature and the Foundation for a Research Agenda. Online at: http://www.ets.org/Media/Research/pdf/RR-09-20.pdf (7) Lee, P. (2010) The content-based reading approaches (COBRA) model lin the ELL and LD classrooms. Online at: http://www.eric.ed.gov/PDFS/ED512529.pdf (8) Gersten, R., Baker, S., Unok Marks, S, & Smoith S.B. (2009: March). Effective Instruction for LD or At-Risk english Language Learners. Online at: http://www.ncld.org/at-school/especially-for-teachers/effective-teaching-practices/effective-instruction-for-ld-or-at-risk-english-language-learners (9) Schwarz, R.L. (2001) A difficult puzzle to solve: Adult ESOL students with learning disabilities. Online at: http://www.naasln.org/documents/articles/schwarz_01_esol_students.pdf (10) Schwarz, R. L. Personal website online at: http://www.robinsadultesl.com/about.html (11) Letendre, R. (2009). english Language Learners (ELL) and Learnig Disabilities Research and Teaching Strategies. Online at: http://www.nhadulted.org/grants/E27_ELL_and_LD.pdf (12) Roseberry-McKibbin, C. & Brice, A. (2005). What?s ?Normal?, What?s Not: Acquiring english as a Second Language. Online at: http://www.ldonline.org/article/What%27s_%27Normal%2C%27_What%27s_Not%3A_Acquiring_English_as_a_Second_Language/5126 (13) ?The LDLD Model?. Online at: http://www.ldldproject.net/model.html (14) Payne, T. & Irons, E. (2003). Learning Disabilities Resource Package: Tools for assessing learning disability and supporting students with learning disability in australian universities. Online at: http://www.dest.gov.au/NR/rdonlyres/A0E5E96D-FB28-4CE9-8976-D1E8BAE2C525/815/03_09.pdf. (15) Spear-Swerling, L. (2006). Learning Disabilities in english Language Learners. Online at: http://www.ldonline.org/spearswerling/Learning_Disabilities_in_English_Language_Learners (16) Hamayan, E.V., Marler, B. Sanchez-Lopez, c. & Damico, J.S. (2007) Reasons for the Misidentification of Special Needs among ELLs. Special Education Considerations for english Language Learners: Delivering a Continuum of Services. (pp.2-7). Online at: http://www.colorincolorado.org/article/40715/ (17) Irujo, S. (2004: March/April). When an ELL Has Difficulty Learning, Is the Problem a Disability or the Second-Language Acquisition Process? Online at: http://ldlink.coe.utk.edu/pdf_files/esl_ld.pdf (18) Broatch, L. (unknown). Special considerations for Evaluating ELL Students for LD. Online at: http://www.greatschools.org/special-education/LD-ADHD/1153-special-considerations-for-evaluating-ell-students-for-ld.gs