1. 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

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

3. 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

4. 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

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

6. 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Socially withdrawn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

7. 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Socially withdrawn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

8. 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

9. 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

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

11. 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