Copyright © 2013, Holly S. Hudspath-Niemi and Mary Lou Conroy Copyright © 2013, Holly S. Hudspath-Niemi and Mary Lou Conroy. From Implementing Response-to-Intervention to Address the Needs of English-Language Learners: Instructional Strategies and Assessment Tools for School Psychologists, by Holly S. Hudspath-Niemi and Mary Lou Conroy (2013). New York: Routledge Copyright Statement

Language Process or Learning Problem Presenter: Date: Location: Duration: 60 minutes

School practitioners often have difficulty in distinguishing the characteristics of second language learning and a learning disability This can lend to an over or under representation of ELLs in special education Some cultural and linguistic behaviors can mimic learning problems associated with learning disabilities Language or Learning

Teams need to take into account the ELL’s linguistic and sociocultural differences Characteristic of SLA and LD can appear very similar These behaviors include social interaction, language use, and attention to learning challenges Language or Learning

Discuss and decide each of the observable behaviors’ reasons for possibly being a part of an ESL’s natural language acquisition Activity Directions

Social Interaction Possible Language Explanations: Observable Behaviors: Socially withdrawn   Limited eye contact Not engaging conversation with authority figures Passive female ELLs Awkward in social situation Easily frustrated Passive in partner or group work Social Interaction

Possible Explanations: Silent Period Acculturating to the new environment Showing respect Sign of respect Culture gender differences and expectations Not sure of gestures and facial expressions Not being able to communicate and express needs Unfamiliar with collaborative settings, since culture could have placed more value on individual performance Observable Behaviors: Socially withdrawn   Limited eye contact Not engaging conversation with authority figures Passive female ELLs Awkward in social situation Easily frustrated Passive in partner or group work Social Interaction

Observable Behaviors: Slow in learning the sounds and pronunciation May not respond immediately when spoken to directly Grammatical errors in reading, writing, and speech Possible Explanations: Language Use

Observable Behaviors: Slow in learning the sounds and pronunciation May not respond immediately when spoken to directly Grammatical errors in reading, writing, and speech Possible Explanations: Certain sounds and symbols may not be included in their native language ELLs may seem slow with processing the language Positive sign of improvement and progress Language Use

Learning Challenges Possible Explanations: Observable Behaviors: Memory problems Anxious or stress Poor self-control Difficulty following directions Time management Difficulty concentrating Learning Challenges

Possible Explanations: Need multiple exposure to new sight Adapting to new culture and environment Not familiar with rules, routines, and expectations Need multi-step directions in simple language with modeling and concrete examples May need extended time to process the information Cultural differences toward starting time and deadlines Overload of input and stimuli Observable Behaviors: Memory problems Anxious or stress Poor self-control Difficulty following directions Time management Difficulty concentrating Learning Challenges