Language Difference vs Language Disorder: Assessing English Learners

Authors

Carol Westby, Bilingual and Multicultural Services, Albuquerque, NM
Kimberly Murphy (Host), Old Dominion UniversityFollow

Document Type

Presentation

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.

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.

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