Assessing ELLs for LD or Language Issue

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Assessing English Language Learners for a Learning Disabilityor a Language Issue

Sarah Mariah Fisher

AbstractThis paper aims to increase awareness about English language learners (ELLs) who have difficulty with learningEnglish as a result of a learning disability. I first look at what factors often lead to the misdiagnosis of learningdisability. I then include an evaluation checklist for teachers who notice that an ELL is not learning at the samerate as his or her peers. Teachers who are aware of their ELLs backgrounds and the expected progress oflanguage learning will be better equipped to diagnose students correctly and offer them the help that is needed.

IntroductionToo often English language learners(ELLs) with learning disabilities fallthrough the cracks. These learners may bethought of as slow English learners, orthey may be in a school district that doesnot have enough resources to test them intheir L1 for learning disabilities. On theflipside are the English learners who areidentified as learning disabled and placedin special education classes when in fact,

they are not learning disabled. Bothcategories of English learners, those thatdo have a learning disability and those thatdo not but are wrongly labeled as such,may keep moving through the schoolsystem without receiving the appropriatehelp that their native English counterpartsare given. As a result, these learningdisabled learners will continue to havedifficulties, and once they graduate fromhigh school (if they do), they will be at a

disadvantage because of theirundiagnosed learning disabilities. Thisissue is of concern to me because I wantto work with school-age children, and theearlier that learning disabilities arediagnosed, the better chance thesestudents will have in overcoming them.

This paper aims to review theliterature in order to clarify thesometimes-murky factors that comprisethe learning disabilities of ELLs. Thequestions guiding this literature review are:

1. Why are ELLs misdiagnosed orremain undiagnosed?

2. When learning a second language,what is considered normal and whatis not? That is, what aspects will

language learners likely exhibit in theprocess of learning?

3. What are some other factors that canplay a role in determining whether astudent has a learning disability or alanguage issue?

4. What factors go into assessing anELL for a learning disability? Inaddition, how is the distinctionbetween a learning disability or alanguage issue determined? Is there a

way to correctly evaluate an ELL fora learning disability? How can theteacher correctly assess an Englishlanguage learner for a learningdisability?

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Why ELLs Are MisdiagnosedThere are several misguided reasons as towhy English language learners with alearning disability are often ignored. First

and foremost is the issue of how tocorrectly diagnose an ELL. Geva (2000)observed that too often ELLs were placedin special education classes on the basis ofsocioeconomic, linguistic and culturalfactors rather than psychoeducationalfactors (p. 14). The professionals whowere used to dealing with and treatingstudents in their L1 (English) were nottrained or prepared for these differentlearners who had English as their L2.

This inadequate preparation led tomisinterpretation of the data that wascollected to determine whether or not astudent had a learning disability (Geva,2000). In addition, Limbos and Geva(2001) found that a teachers unpromptedreferral solely based on personalobservations were more inaccurate thanwhen an ELL was tested for a learningdisability. This type of referral shows thata teachers intuition is not a fool-proofway to diagnose ELLs since teachers maynot have the experience and trainingneeded to know if an ELL is havingdifficulties due to a language barrier or alearning disability. Fortunately, moreresearch has been conducted to betterunderstand the process of L2 learning andits relation to L1 learning Betterassessments and means of identificationsuch as getting the thoughts of each ofthe students teachers, looking at astudents background, and testing in a

students L1 have been implemented sothat there are fewer cases of misdiagnosedlearning disabilities (Wagner, Francis, &Morris, 2005).

Another reason why ELLs withlearning disabilities are often mis-

diagnosed is that it is believed that theprocess of how learners of English as asecond language learn how to read isdifferent from the process that is used

when learning to read in an L1. Thismisbelief, the idea that a second languageis somehow learned differently, may causea teacher to assess, mistakenly, that astudents learning problems are due toissues of second language learning ratherthan some learning disability. Theseteachers need to be informed that while itis true that some types of learningdisabilities manifest themselves differentlyfor various language groups, the belief

that L1 and L2 learning processes aredifferent is unfounded (Li, 2004). Geva(2000) found that native English learnersand ELLs learning to read in English bothprogressed through their reading stages atthe same pace. This information may helpteachers to recognize learning disabilitiesfor what they are rather than attributingthem to second language learning issues.

Another mistake in assessing learningdisabilities is to base ones assessment onthe learners language proficiency. Thereare many reasons why an ELLs level oforal proficiency should not be the basis todecide that an ELL has a learningdisability and not a language issue. Onereason is that despite the fact that anELLs oral English proficiency has littleinfluence on reading skills, it is oftenthought by those who do not have alanguage background that an ELLsreading difficulties are a result of notbeing adequately proficient in English.

While reading comprehension and oralproficiency are closely related, the two donot rely on each other. If ELLs arereceiving adequate reading instruction andlanguage exposure, they should still beable to decode words, sometimes betterthan they would in their L1 (Geva, 2000).

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However, if an ELL comes from a familythat uses the L1 at home and therefore isonly exposed to English during schoolhours, the ELL may not be getting

sufficient exposure to English. Lackinginsufficient exposure can affect howquickly an ELLs English develops which,when compounded with a learningdisability, could have a negative influenceon how quickly an ELL is learningEnglish (Spear-Swerling, 2006).Furthermore, Limbos and Geva (2001)found that teachers often erroneouslybase referrals for learning disabilities onan ELLs oral proficiency, a referral that

can be problematic if students are juststarting to learn English, are not confidentin their English abilities, or do not usemuch English outside of the schoolsetting.

Often ELLs with a learning disabilityare not diagnosed for many years becauseof the belief that an ELLs Englishproficiency must be established first.Teachers who are unaware of the processof second language learning may attributelearning difficulties to the fact that theELL just does not know enough Englishyet and is therefore having problems(Limbos & Geva, 2001). However, gainingsecond language proficiency can take aslong as seven years during which time thestudent is not receiving any languageinstruction or help (Roseberry-McKibbin& Brice, 2005). In Gevas experience,teachers are more likely to attribute poorreading skills to an ELLs lack of Englishthan to a potential learning disability

(2000). There may also be a delay indiagnosis due to the fact that someteachers have the erroneous idea thatthere must be a noticeable discrepancybetween what is expected of a learner atlevel X and what the learner has actuallyattained. Again, it may take several years

before this discrepancy becomessignificant enough to raise red flags(Wagner, Francis, & Morris, 2005).

Determining between a LearningDisability and a Language IssueIt is best that the teacher is aware of theusual progress in second language learningso that the teacher can make an educatedreferral for an ELL with a potentiallearning disability. First, ELLs may havelanguage problems due to transfer fromtheir L1 or as a result of their ever-changing interlanguages. These conceptscan help a teacher to understand why an

ELL persists in making errors in spite ofhaving been provided the correction(Drmller, n.d.; Roseberry-McKibbin &Brice, 2005).

Language learners may also gothrough a silent period, according to theNatural Approach (Krashen, 1981), which,for the younger the learner, can last up toseveral months (Wilson, 2000). The silentperiod could be mistakenly diagnosed as alearning disability, but in fact, it is a time

when the learners focus is more onlistening to analyze the nuances of thelanguage. The usual progress of secondlanguage learning can be erroneouslyattributed to a learning disability, so inaddition to teacher referral, there shouldbe an evaluation by a specialist of learningdisabilities (Roseberry-McKibbin & Brice,2005).

Additionally, in an academic settingsuch as a school, it is normal for a student

to command two types of language: thesocial language that students use with theirpeers, often referred to as BasicInterpersonal Communication Skills(BICS), and their academic language forhomework, papers, and with teachers,called Cognitive Academic Language

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Proficiency (CALP) (Cummins, 2003). Ateacher may notice that the ELLs sociallanguage is very good but their academiclanguage is lacking and may thus think

that these students have a learningdisability. However, social language takesabout two years to acquire whereasacademic language can take up to sevenyears (Wilson, 2000). This gap betweenthe two types of language is furtherproblematic in that most tests that assessan ELLs English level are based on sociallanguage. Therefore, an ELL can belabeled as fully proficient in English butstill have difficulties with language for

school subjects (Roseberry-McKibbin &Brice, 2005).

It is very important that teachers whohave ELLs in their classes be aware ofhow a second language is learned. ManyESL teachers without this educationalbackground may wrongly attributelanguage problems to a learning disability.Inaccurate diagnoses as to whether ELLshave a learning disability can be veryharmful to the students learning.

Other Factors to be Consideredin Diagnosing LearningDisabilitiesThere are many other reasons why anELL may not be progressing in theirEnglish learning as quickly as their peers.Two reasons that can affect native andnon-native English learners alike arevision and hearing problems. Manyelementary schools screen students forvision and hearing on a yearly basis.However, once students get into highschool, these screenings become moreinfrequent, and an ELL who starts schoolat this age is at a disadvantage from his orher elementary counterparts.

Linse (2008) noted several reasonswhy ELLs are more at risk for vision andhearing problems (p. 28). Besides theobvious case of missing the school

screenings, there is also the possibility thatthe screeners are not trained to deal withlanguage barriers that they may confrontthe ELL students or their parents. Thereare also the cases where vision andhearing problems are a result of issues inthe ELLs native countryuntreated earinfections from lack of health care orfinancial issues or from being exposed toloud noises, such as in countries of civilunrest.

Teachers are able to request re-tests ifstudents miss screenings, and there are awealth of organizations that can helpstudents who do not have the financialmeans for new glasses or hearing aids.Teachers can also make adjustments intheir classrooms. Nearsighted students willbe able to see better if they sit in the frontof the room closer to the chalkboard. Forlearners with hearing problems, writteninstructions in addition to clearly spokeninstructions while facing the student canhelp (Linse, 2008).

It can be more difficult to point tothe source of the ELLs learningproblems without looking into theirbackgrounds. One student at a highschool that I observed seemed to lagbehind his classmates in his English skills.Part of his problem was most likely thefact that he had only attended schoolsporadically in his native country and hadnever been exposed to English beforemoving here like most of his classmates.Not only did this student lack Englishskills, but he also lagged behind his peersin social and other basic academic skills.His teachers did not think that thisstudent had a learning disability as he was

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able to complete his homeworksatisfactorily. Knowing and/or learningabout the students background, histeacher was able to recommend after-

school English tutoring in an attempt tohelp him attain the level of his classmatesinstead of having him tested for a learningdisability. Reconfirming these actions,Linse (2008) suggested that teachers beaware of a students background and meetwith the parents to form a partnership forthe students success. Parents are new tothe culture, too, and may not be aware ofthe fact that school attendance ismandatory.

Another important reason that theteachers should be aware of their ELLsbackground is to find out if the ELLshave a learning disability in their L1(Linse, 2008). If the ELL was diagnosedwith an L1 learning disability, thenessentially, questioning whether theproblems source is a language issue or alearning disability is effectively answered,and the correct support and remedy canbegin. Additionally, if the learningproblems are the same in both thestudents L1 and L2, then the problem canbe ascribed to a learning disability ratherthan a language issue (Litt, n.d.).

If these ELLs were never diagnosedwith a learning disability in their nativecountries, but are still not making progressin their English skills, the ELLs should betested at their present school in the U.S.At an elementary school that I observed,the teacher was concerned that twostudents were not progressing as quicklyas another student who had a similarbackground in learning English. Theteacher was able to have the two slowerstudents tested in their L1 by a trainednative speaker who was able to confirmthat there were no learning disabilities but

only a reluctance to use English. In thecase of students who are tested in their L1and shown to have a learning disability,actions should be taken at that school to

provide those students with the specialeducation classes that they need so as nothave them progress through the systemuntreated (Linse, 2008).

Identifying a Language Issue orLearning DisabilityWhen ELLs are being tested to determineif they suffer from a language barrier or alearning disability, there are many aspectsthat must be assessed. Litt (n.d.) suggested

five questions that must be taken intoaccount when assessing an ELL (n.d.):

1. First, has the ELLs learning problemlasted for a long time? Over time, alanguage issue will improve if it isindeed a language issue, but a learningdisability will not improve over time.

2. Second, does the learning problemstill exist after the ELL is continuallyhelped in that area? Again, a learningdisability will not respond to this help

and not improve.

3. Related to the second question is thatof the ELLs academic progress. Arethey improving academically becauseif not, that could point to a learningdisability.

4. How are the ELLs skills in terms ofstrengths and weaknesses? Does theELL favor some areas of learningover others (such as writing versus

speaking skills)?5. Finally, do students seem to

understand one day and not the next?That could be the result of a learningdisability, too, although the first fourquestions are the most pertinent indiagnosing a learning disability as a

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changing language can be the result ofstudents interlanguages (Drmller,n.d.).

Litt also noted that languagedominance and proficiency in both anELLs L1 and English should be tested(n.d.). A problem that exists in both theL1 and English will likely be the result ofa learning disability. Parents should be ableto answer the questions for this part ofthe assessment.

What is important to remember whendetermining whether an ELL has alanguage issue or a learning disability isthat action must be taken as soon as

possible. The sooner that students arediagnosed, the sooner they can startreceiving the necessary, accurate helpbecause there are so many factors thatmay seem to point towards a learningdisability, such as vision or hearingproblems. However, it will also be helpfulfor the teacher and professional to havesome history about the student in additionto the assessments results gathered if thestudent is tested for a learning disability.

According to research by Geva(2000), it is better to be proactive whendealing with an ELL who exhibitsdifficulty with reading skills. Relying solelyon an ELLs oral proficiency as a meansof diagnosis can affect the promptness ofcorrect evaluation. How well do the ELLsread in their L1? That may be a betterway to look at a potential reading disabilitythat may offer more insight than oralproficiency, especially if the ELL is going

through a silent period (Geva, 2000).

ConclusionThe sooner that a student with a learningdisability is diagnosed, the better.However, in the case of English learners,their lack of language skills may be

wrongly attributed to a learning disability,or they may be thought of as a slowlearner and therefore, remain undiagnoseduntil it is too late. There are several

reasons why ELLs go undiagnosed, suchas the belief that a students Englishproficiency must first be established. Inaddition, some teachers who are nottrained to understand how secondlanguage learning takes place may thinkthat the ELL is a slow learner or just hasnot yet acquired enough English. ELLsare sometimes misdiagnosed with alearning disability, too. Thesemisdiagnoses can be a result of

professionals not being trained to knowhow to identify the learning process of L2learners.

Since learning disabilities are besttreated earlier rather than later, it isimportant that all teachers involved withELL students be aware of how they arecoming along in their learning. It is alsohelpful to test ELLs in their L1, to see if alearning disability exists in the L1.Teachers can obtain more backgroundinformation regarding an ELLs learningstyle from the parents. A correct diagnosiswill allow the teacher and student to makethe needed adjustments in teaching styleand learning style.

ReferencesCummins, J. (2003). Basic interpersonal

communication skills and cognitiveacademic language proficiency.Retrieved October 15, 2009, fromwww.iteachilearn.com/cummins/bicscalp.html

Drmller, U. (n.d.). Interlanguage.Retrieved November 15, 2009, fromhttp://duermueller.tripod.com/interlanguage.html

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Geva, E. (2000). Issues in the assessmentof reading disabilities in L2 childrenbeliefs and research evidence.Dyslexia, 6(1), 13-28.

Krashen, S. (1981). Principles and practice insecond language acquisition. London:Prentice-Hall International.

Limbos, M., & Geva, E. (2001). Accuracyof teacher assessments of second-language ttudents at risk for readingdisability. Journal of LearningDisabilities, 34(2), 136-151.

Linse, C. (2008). Language issue orlearning disability? Essential Teacher5(4), 28-30.

Litt, S. (n.d.). Learning disability orlanguage development issue?Retrieved March 25, 2009, fromhttp://www.everythingesl.net/inservices/special_education.php

Li, R. (2004). National symposium onlearning disabilities in Englishlanguage learners. Retrieved March26, 2009, from http://www.nichd.nih.gov/publications/pubs/upload/ELL_summary.pdf

Roseberry-McKibbin, C. & Brice, A.(2005). Whats normal, whats not:acquiring English as a secondlanguage. Retrieved March 28, 2009,

from http://www.ldonline.org/article/5126

Spear-Swerling, L. (2006). Learningdisabilities in English languagelearners. Retrieved March 26, 2009,from http://www.ldonline.org/article/21011

Wagner, R. K., Francis, D. J., & Morris, R.D. (2005). Identifying Englishlanguage learners with learningdisabilities: key challenges and

possible approaches. LearningDisabilities Research & Practice 20(1), 6-15.

Wilson, R. (2000). A summary of StephenKrashens Principles and practice insecond language acquisition.Retrieved October 15, 2009, fromwww.languageimpact.com/articles/rw/krashenbk.htm

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Assessing ELLs for LD or Language Issue

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