Module 1: Introduction

Week 8 – the final stretch. By now, you should be putting the last touches on your final assignment, as we are a few days away from the virtual finish line. In our final push, we will discuss the implications of various learning exceptionalities on the assessment of ELLs. We know that language skills are transferable from one language to another. English learners will transfer literacy skills from their L1 (first language) to their new language. What happens, though, when a student is performing with an academic deficit in their first language? How do we distinguish if this gap is part of the natural language acquisition process and will fill in due time; or if it is due to skills not learned/taught in L1; or, if, in fact, there are underlying learning disabilities? These are questions facing many teachers of ELLs; questions that do not have one cookie-cutter response. There is, however, specific data that will help guide us with our academic placement and intervention decisions. We will dedicate this week to answering these questions.

Some ways to differentiate between second language acquisition and disabilities, and collaborating for effective problem-solving for ELLs will be covered. We will also read about the disproportionate representation of culturally and linguistically diverse children in special education, and testing and teaching strategies for ELLs in special education.