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1342.12 Companion
July 12, 2017
Page 128
Distinguishing Between Second Language Acquisition and Disability Characteristics
Differentiating between the characteristics of an English language learner and an ELL with a disability
begins with the understanding of the following:
1.
Many factors affect second language acquisition.
2.
Language develops over an extended period of time.
3.
The process of acquiring a second language is complex.
The acquisition process varies with each student and is greatly influenced by the context in which it
takes place. Individuals will acquire language at varying rates as varying degrees of social and academic
language proficiency skills are acquired. Observing and commenting on these factors in the ELL
individual assessment report provides valuable baseline information on ELLs suspected of having a
disability.
Tasks requiring language proficiency should be interpreted with the following considerations.
As children are exposed to a second language, they may demonstrate a loss of receptive and
expressive language skills in the first language. Thus, less developed skills in the first language
may be due to the normal second language acquisition process and not to language disabilities.
ELLs’ proficiency may vary depending on the context in which the language is being used. For
example, some dual language children are able to communicate well in the first language in
interpersonal situations, but are more proficient in the second language in academic situations.
On the other hand, some students may be able to communicate in the second language in
interpersonal situations, but are more proficient in the first language within academic situations.
The normal process of second language acquisition is often confused with a learning disability because
they both have similar surface characteristics. One way to tell them apart is through on-going classroom
assessment and the documentation of patterns in those assessments. ELLs going through the normal
process of second language acquisition make progress over time. The ELL with a learning disability is
usually less responsive to interventions than the ELL in the early stage of second language acquisition.