Posted on 11/25/2014 at 07:26 AM by Liz Determan

As our population of ELL students continues to increase in our school districts in NWAEA it’s important to be aware of some guidelines as we plan our work with this group of students.   

GENERAL GUIDELINES FOR DISTINGUISHING LANGUAGE DIFFERENCES FROM DISORDERS IN ELL STUDENTS

• The disorder must be present in the child's native language
and English but this condition may occur for other reasons.

• Testing must be conducted in the native language and/or
both the native language and in English.

• Assessments must be conducted using both formal and informal
measures.

• Language must be assessed in a variety of speaking contexts.

• Patterns of language usage must be described.

• Error patterns must be determined.

• The child's language performance must be compared to that of
other bilingual speakers who have had similar cultural and
linguistic experiences, i.e., the child should be compared to
members of the same cultural group who speak the dialect and
who have had similar opportunities to hear and use the
language.

• Factors which may be contributing to the interruption of
development in the native language must be identified.

Adapted from the work of Hamayan & Damico, 1991; Mattes & Omark, 1984; and Ortiz & Maldonado-Colon, 1986.

 

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