Language Difference vs Language Disorder: Assessing English Learners
Document Type
Presentation
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Publication Date
5-20-2020
Abstract
To a large extent, determining whether an English learner has a language/learning disability is a process of elimination. There are no tests that can definitely tell us whether the student has a language/learning disability. Inappropriately identifying an EL student as having a language/learning disability can result in stigmatization or reduced access to academic content, but waiting too long to identify a student who truly has a language/learning disability can be the beginning or the extension of a cycle of communicative, academic, and/or social failure.
Assessment of EL learners requires collaboration between classroom teachers and speech/language pathologists. This session will cover (1) factors that complicate the assessment of English learners; (2) multi-tiered systems of support (MTSS) and performance-based assessment; (3) process assessments, and (4) dynamic narrative assessment.
Repository Citation
Westby, Carol and Murphy, Kimberly (Host), "Language Difference vs Language Disorder: Assessing English Learners" (2020). Communication Disorders & Special Education Faculty Publications. 58.
https://digitalcommons.odu.edu/cdse_pubs/58
Handout
Comments
This professional development webinar was presented by Dr. Carol Westby for speech-language pathologists in Virginia. It was funded by the Virginia Department of Education and hosted by Dr. Kimberly Murphy, Old Dominion University.