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English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities

English Language Learners: Differentiating Between Language

Author(s): Janette Klingner, Amy Eppollito

Year published: 2013

Publisher: CEC

Number of pages: 125

Product Number: P6120

ISBN Number: 978-0-86586-478-8

Member Price: $28.95 (17% off)

Non-Member Price: $34.95

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This unique guide for special education teachers, teachers of English language learners, and other practitioners provides the foundational information needed to determine whether the language difficulties experienced by English language learners (ELLs) result from the processes and stages of learning a second language or from a learning disability (LD). The book addresses the following critical factors in detail: determining whether an ELL’s struggles with reading in English are due to LD or language acquisition; characteristics of language acquisition that can mirror LD; different types of ELLS and why these differences are important; considering a student’s “opportunity to learn” when determining whether he or she may have LD; common misconceptions and realities about ELLs and the second language acquisition process; ways that learning to read in English as a second or additional language differ from learning to read English as a first language, and how the differences can be confusing for ELLs; how schools can establish structure to facilitate the process of distinguishing between language acquisition and LD; how families are involved in the process; guidelines for determining which ELLs should be referred for evaluation; and what it means to use an ecological framework to determine whether ELLs have LD.

Table of Contents:

  • Chapter 1: Who Are ELLs? How Can We Determine if an ELL's Struggles With Reading in English Are Due to LD or Language Acquisition?
  • Chapter 2: What Are Some of the Characteristics of Language Acquisition That Can Mirror LD?
  • Chapter 3: What Are Some of the Different Types of ELLs and Why Are These Distinctions Important?
  • Chapter 4: What Does It Mean to Consider "Opportunity to Learn" When Determining Whether Students May Have LD? 
  • Chapter 5: What Are Some Common Misconceptions About ELLs and the Second Language Acquisition Process? What Are the Realities? 
  • Chapter 6: In What Ways Is Learning to Read in English as a Second or Additional Language Different Than Learning to Read in English as a First Language That Can Be Confusing for ELLs?
  • Chapter 7: How Can Schools Establish Structures to Facilitate the Process for Distinguishing Between Language Acquisition and Learning Disabilities?
  • Chapter 8: How Are Families Involved in the Process?
  • Chapter 9: How Can We Tell Which ELLs Should Be Referred for a Comprehensive Evaluation?
  • Chapter 10: What Does It Mean to Use an Ecological Framework to Determine Whether ELLs Have LD?

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