Module 2: Differentiating Second Language Learning from Potential Disabilities
When ELLs experience academic problems, school personnel face the challenge of differentiating between typical behaviors of second language learners and behaviors that indicate the need for referral for exceptional student education services. Both the over-identification and under-identification of ELLs as handicapped have been reported nationally. For example, ELLs who are not really disabled may be misidentified as having a specific learning disability or other mild handicap because of below grade level school performance, while ELLs who are actually disabled may not be referred for special services because their lack of success in school is attributed solely to their limited English proficiency (U.S. Department of Education, 2003).
ELLs who speak English without an accent and can communicate in social situations in English may still have difficulty with cognitive academic tasks in English, but this does not imply that they are potentially disabled (Wilen, 2004). ELLs are not learning or language disabled if they demonstrate learning or language problems in English only. It is important to obtain information about native language skills in differentiating between normal second language learning and potential handicaps (Wilen, 2004).
Similarities Between Second Language Learning and Students with Disabilities
There are often similarities in the behavior manifested by typical English language learners and by students with mild handicapping conditions in school environments where instruction is provided primarily in English. Some examples appear below:
- errors in word usage
- difficulty with word retrieval
- limited vocabulary
- mispronunciations of words
- difficulty with abstract concepts in English
- difficulty with phonemic awareness
- poor grammar and syntax in English
- below grade level reading, writing and/or spelling
- short attention span
- distractibility
- confusion
- difficulty remembering directions
- difficulty completing assignments
- limited class participation
- low frustration tolerance
- failure to follow school rules and procedures (Wilen & Diaz, 2004)
