Module 3: Data Collection and Intervention in Distinguishing Second Language Acquisition from Disabilities

Educators can better meet the needs of English language learners if they understand their respective cultural, linguistic backgrounds, and the impact of their prior life experiences on current performance in school (Wilen, 2004). Review of prior school records, performance, and interviews with students and parents can provide important background data. Background data should include:

• developmental history
• pertinent medical history
• educational history and outcomes data
• cultural and linguistic history (Wilen, 2004)

Key Questions in Differentiating between Second Language Acquisition and Disabilities

Some key questions to ask in differentiating between the normal process of second language acquisition and handicapping conditions in English language learners are listed below.

	Were language milestones delayed in the first language before the second language was introduced?
	Is there a history of medical or sensory problems?
	Were academic and/or language difficulties noted in the first language before exposure to the second language?
	What were the child’s competencies like in the first language before the second language was introduced?
	Has there been consistent schooling?
	Has there been effective instruction?
	How have the school and classroom teachers positively supported the child’s social/emotional adjustment?
	Have there been interventions designed to meet the child’s needs and if so, what was the response to these interventions?
	Have interventions been redesigned if they did not work initially?
	Has there been enough opportunity for practice in the second language?
	How do this child’s language and academic skills compare with siblings and peers from similar language backgrounds who have been in the United States for similar amounts of time?
	What type of support has this child received from the home to facilitate the development of language and academic skills?
	Have there been significant stressors and life events, which may have interfered with language and academic development?

Adapted from: Wilen, D.K. & Diaz, B. (2000). Data Collection Questionnaire for Evaluation Specialists Working with English Language Learners. Unpublished document.