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Deanna Stecker (Moderator):
Good evening. Welcome to LD Talk, the Web’s first and only site devoted to expert discussions on issues concerning learning disabilities. LD Talk is a service of the National Center for Learning Disabilities (NCLD). We look forward to bringing you ongoing opportunities to connect with leading experts in the LD field via this new service, thanks for joining us!
Our expert today is Dr. Jana Echevarria. Dr. Echevarria is a Professor of Special Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in special education, ESL, and bilingual programs. Her research and publications focus on effective instruction for English language learners, particularly those with learning disabilities. Dr. Echevarria has written numerous journal articles and book chapters, has written and produced several videotapes, and has co-authored two textbooks. Through a seven-year research study, Dr. Echevarria co-developed the SIOP Model of instruction for English learners now used in schools in all 50 states and in several countries. She is a member of NCLD's professional advisory board. Thanks for being with us today, Dr. Echevarria.
Our discussion today will focus on the challenges of early literacy for English language learners. Learn about ways to develop academic English in young children and how parents can enhance learning at home. For more about developing early literacy skills in young children, visit http://www.getreadytoread.org.
I am Deanna Stecker, early literacy specialist for the National Center for Learning Disabilities, and I’ll be moderating today’s discussion.
We have received many questions for this discussion. Today we’ll be offering replies to those questions most closely related to our discussion topic and of the broadest interest to our audience. Questions unrelated to this topic can be sent to NCLD’s Help Desk at This e-mail address is being protected from spam bots, you need JavaScript enabled to view it .
Let's begin the discussion.
Question from Norma Garza, Coordinator, United Way Success By 6:
I am working in a Texas/Mexico border community where we have a predominately Hispanic, limited English population. Our Head Start centers and private day care teach in English to their 3-4 year olds...then when they enter Kinder at the school district, they are given a language dominance assessment (LAS) and ask what language is spoken at home then they are placed in a bilingual class...when they are assessed on the Texas Primary Reading Inventory, they are given the assessment in Spanish...many students end up with no language... In a community where instruction can be given in English or Spanish...what is the placement criteria we should have for 3 and 4 year olds, and at a minimum, what should the placement be in Kindergarten after 2 years of English instruction?? Thank you.
Dr. Jana Echevarria:
The issue of language of instruction is one that has been discussed in the field for many, many years. There are experts on both sides of the issue that claim to have evidence of effectiveness. That is, some say that the home language is the most effective means for teaching content to ELLs while they are in the process of acquiring English, but the other side says that using the home language only delays progress for students learning in U.S. schools. There is no easy answer.
One thing we know for sure: Students benefit tremendously from a rich language environment. What are some effective practices that lead to the type of environment that will prepare children for successful school careers? One is to work with families and encourage parents to engage in language rich activities such as reading to their children, asking about events of the day, telling stories about their lives, teaching them songs and rhymes and the like. In school, there should be lots of opportunities to read books and talk about the stories, linking the events of the story to the children’s own lives, e.g, ’Have you ever done that?’ Hands-on experiences with discussion and language woven throughout help children develop vocabularies that will serve as a foundation for academic language later in school.
It seems reasonable that for pre-K children, the home language should be the one that is built upon initially so that language development can be a shared responsibility between the school and home. A strong language foundation - having a well developed vocabulary, understanding how some words rhyme, being able to express ideas -- will facilitate learning in and through English.
Question from Nancy Louia, Davidson County Community College, ESL Instructor:
What is the best way to determine whether an adult ESL student's lack of progress could be due to a learning problem? If this the same for a native adult learner?
Dr. Jana Echevarria:
The best way to make such a determination is to conduct some type of assessment in their native language. Even an informal assessment, such as having the student read aloud, provides you with information about fluency and decoding. An interview with the student, his or her friends and family may also provide important information about the student's history with learning.
A guiding principle in distinguishing learning problems from language differences is to remember that one cannot have a disability in one language but not the other. In students with significant disabilities, the principle is easy to understand. That is, an individual cannot have Downs syndrome when using English but not with Spanish. However, when it comes to mild disabilities, the distinction isn’t as clear but the guiding principle is true nonetheless.
Question from Rhonda Stone, Executive Director, The Literacy Alliance:
The majority of reading programs are operating on the assumption that left-to-right sequential decoding of each and every word is the basis of reading development. One organization is generating consistent highly positive results with ELL students through a methodology that abandons the view that sequential left-to-right decoding is necessary. The organization operates, instead, on the view that the brain samples alphabetic information -- integrated with knowledge of language -- in the process of anticipating what an author is attempting to communicate. Their view is supported by vision research and the study of the eye movements of excellent readers. ELL kids using their program are gaining 1 grade level of improvement in reading ability for every 8 to 10 hours of group tutoring. My question is this: Why isn't this methodology being studied by a university doing research on effective ELL programs?
Dr. Jana Echevarria:
The growth in numbers of English learners in U.S. schools has significantly outpaced research studies with this population. There are a number of questions for which practitioners and researchers alike seek answers. However, rigorous empirical studies require funding and take time to complete. In the coming months and years our knowledge base will increase as studies with ELL students are completed.
Deanna Stecker (Moderator):
Participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. This research agenda is described in an article, "English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice," in the February, 2005 issue of Learning Disabilities Research and Practice. You can read the abstract at http://teachingld.org/ld_resources/ldrp/abstract_detail.cfm?ID=85.
Question from Mimi Gavigan, Family Literacy Training Coordinator, Tuscarora Intermediate Unit:
If a parent has low literacy skills in their home language as well as English, how can they best be involved in helping their children learn English?
Dr. Jana Echevarria:
Parent involvement is critical to a child's education regardless of the parents' background so we need to consider every way possible to encourage participation. Making the school a welcoming place is the first step. When children see their parents at school, interacting with their teachers and the staff, it reduces the gap between the home and school. Parents learn about the school's culture and expectations and school personnel become acquainted with the parents, their culture and expectations as well. Some things that parents can do at home include telling stories orally, talking about their life expereinces, including their children on errands and talking about what they are doing, singing songs, teaching rhymes, pointing out signs and labels and the like. Many parents who are undereducated are not aware of the preliteracy and literacy building activities that take place everyday in homes. We can inform parents of the importance of these kinds of activities and encourage parents to use them with their children.
Question from Bonnie Naef ,Title III Specialist , Maryland State Department of education:
Questions for on-line chat 1.In the case of deaf students, how is their comprehension of English best assessed? What are the most commonly accessed resources for the ESOL teacher and for the regular ed. teacher in order to best deliver instruction? 2.Is a disability due to post traumatic stress, such as war, famine, general upheaval which might have impacted a student’s education considered to be a ’Special Education Issue?’ The line seems somewhat gray. 3.How can help school based personnel best deal with the attitude that a child can’t be brought before PST (pre-team) until he/she is fluent in English. 4.Once a teacher is able to persuade the Special Education team to listen to the case, what kinds of documentation has proven to be the most beneficial? This is especially pertinent in smaller school districts where there may be no resource by which to do a language dominance test or any other L1 assessment. 5.Once the team agrees to test the students, what assessments have worked well in other cases?
Dr. Jana Echevarria:
These are important questions and are not unrelated. Schools often wrestle with the kinds of issues you have identified; these are complex issues that are associated with serving immigrant students and those ELLs who are struggling academically.
While we know the features of effective instruction for ELLs (see websites below), each student’s situation must be examined individually through a multidisciplinary team or PST as it is called in your state. The strength of a PST is that it provides a forum for professionals to discuss a student and his or her particular situation, strengths, and areas of concern. The parent may attend and provide a valuable family perspective to the team. It is through a multidisciplinary team approach that appropriate assessments are determined, that the student’s background may be examined, and interventions assigned. There are a number of resources available to assist with documentation and to provide guidance to the team. The website for the Council for Exceptional Children at http://www.cec.sped.org/ has multiple publications under the topic of diversity that address some of the issues you identified in your questions. Also, for information on assessment and instruction for English learners, see http://www.cal.org/, http://www.siopinstitute.net/ and http://www.crede.org/.
One last note on the question of when to bring a student to the team for review. Research tells us that it takes at least 5-7 years for a student to become proficient in academic English, sometimes even longer. Therefore, the multidisciplinary team should be viewed as a resource for ELLs (and other students), an opportunity to assist students when they experience significant academic difficulties.
Question from Katherine Suarez-Espinosa, School Psychologist, Miami-Dade County:
What would be best practices in the use of DIBELS and IDEL, in assessing English Language Learners and bilingual children?
Dr. Jana Echevarria:
Any assessment instrument is most effective when used with the population for which it was developed. When an assessment is used with students who were not part of the norming sample, caution should prevail, especially when assessment results have serious consequences for the student. As mentioned previously, it is critical when using assessments with ELLs that the target information is being assessed, i.e., phonemic awareness, and not English proficiency.
Question from Debra DeSocio, resource teacher K-4:
I have been instructed to read tests verbatim to LD students some of whom are bilingual. I have found in practice tests with students that rewording questions truly helps their understanding. Therefore, when testing would a test read word for word (unchanged) be a true meansure of their skills?
Dr. Jana Echevarria:
It depends on what skills are being assessed. If we are interested in finding out about students’ knowledge of the scientific method or subtraction with regrouping or the causes of the civil war, then we need to focus on extracting that information in the most effective way possible. In that case, we aren’t assessing their ability to read and understand English, we want to know what their understanding is of a particular content area. If however, we are interested in assessing a student’s English proficiency, such modifications would be inappropriate.
Question from Lauri Lewitas, Resource Room Teacher, Cherry Lane Elementary:
Dear Dr.Echevarria, We have great difficulty getting bi-lingual evaluators for speech an psycho-ed. Do you know of any specifically in the Long Island NY area? The law in NY is we must wait for the student to be in school for 20 months in order to evaluate appropriately. How do you feel about this? The ESL population in my school often do not get services until this alloted time and I think it is wrong, when the parents also feel there is a problem in their native language. Thank You.
Dr. Jana Echevarria:
There has been a long history of overrepresentation of minority students in special education and as a result, sometimes districts enact policies intended to prevent inappropriate placement of students in special education. All students have the same rights to special education services but we must be very careful when it comes to referring culturally and linguistically diverse students.
One approach that, if implemented well, has been shown to reduce inappropriate referrals to special education is use of a multidisciplinary team or student study team. The team takes time to review the student’s areas of difficulty and makes recommendations for interventions. These interventions often provide just the additional support the student needs to improve his or her performance.
In the case of immigrant students and English learners, they must be given an opportunity to learn before a ’learning problem’ is considered. Some students arrive without the benefit of a grade level education, thus they enter school already behind their peers academically. Others have lost ground academically because they lacked the English skills necessary to progress with their peers. These are students who need high quality instruction that takes into account their second language acquisition needs.
For other students, they may have had a history of difficulties that the family is aware of such as delayed language, poor memory, and difficulty following directions. In these cases, it seems reasonable to work with the family to create immediate remedies for the student. As we move away from a ’wait to fail’ model, we need to make sure all students get the services they need, when appropriate.
Question from Mr. D. Cohen, parent:
As a native non-English speaker, I know how important it is to build (and keep up) a good vocabulary. Is there any reseach that talks about the role and importance of vocabulary in teaching young children who come from non-English speaking homes?
Dr. Jana Echevarria:
Your experience as a non-native speaker has lead you to understand a very important aspect of academic success - a substantial vocabulary. Research confirms that English learners benefit in numerous ways from vocabulary development. Vocabulary is an essential element of reading, speaking, listening, and writing. Comprehension of both the spoken and written word is enhanced by vocabulary knowledge. Further, content learning is positively correlated with vocabulary acquisition. English learners need lots of opportunities to see words written, discussed, and revisited multiple times. Vocabulary is unlikely to develop simply by being surrounded by words but instead the words need to be presented in meaningful, comprehensible ways. Some research suggests that explicit instruction of vocabulary is required in addition to opportunities for ELLs to learn new words in context. So, there are many ways to promote vocabulary development and it should be a priority in the education of ELLs.
Dr. Jana Echevarria:
When I use the term academic English, I mean the type of English that is required for academic achievement. It is different than conversational ability. For example, an English speaker may be able to "get by" in Spanish, order food, greet freinds, ask basic directions, however that same person would find it impossible to discuss in Spainsh the pros and cons of the NAFTA agreement. The latter example uses academic language. Many ELLs readily acquire conversational English but it takes much longer to acquire the ability to analyze, draw conclusions and summarize information in English. Teachers need to distinguish the two levels of language use and provide appropriate scaffolds and meaningful instruction as students continue to acquire academic English..
Question from Deanne Marein-Efron, Cur. Sp. DCBPCS:
Please describe some of the red flags that help classroom teachers identify and document if a child is an English learner who is likely to present a learning difference (disability).
Dr. Jana Echevarria:
This is an excellent question and knowing some of the warning signs is valuable for teachers. But I’d like to start by saying that our students are best served by school personnel who are in search of interventions rather than disabilities. There are innumerable interventions that can support struggling ELLs and improve their academic performance in the classroom. Many of these same interventions become part of the IEP once a student is identified for special education services. But, not all students need to be identified in order to improve their academic achievement.
That said, there are some characteristics of learning disabilities that serve as a guide. Characteristics include withdrawn behavior, attention problems, memory difficulty, poor motor abilities, poor perceptual abilities, low motivation and poor language abilities.
As you can readily see, many of these characteristics are also characteristics of immigrants and others who are adjusting to a new environment and new language. Thus, identification of learning disabilities is a complex process with ELLs.
An important caveat is that students with learning disabilities who exhibit these behaviors are qualitatively different from others from their same cultural group. In other words, if the student in question is one of a dozen or so students in the school or district from Cuernvaca, Mexico, it is important to compare his or her language and academic performance to the others. If they are similar, then cultural factors probably account for the behavior. And, again, establish a relationship with the family and gain their support. They can be a valuable resource.
Question from Annette Dorman, ESL Teacher, Caroline Co. Public Schools, MD:
I teach students without prior exposure to English. The pressure to get them speaking, reading and writing is enormous. Is there a short-and-simple recipe to teach them?
Dr. Jana Echevarria:
Oh, that it were so! Imagine yourself moving to another country and being expected to immediately grasp the new language and to read and write it like others your age. In your own community, when you find yourself in a business establishment or other place where many people are speaking Vietnamese, Chinese or Spanish, can you ’pick up’ the language by listening to them? In a short amount of time would you be able to read and write that language, especially if it is not an alphabetic language? Language development is a process that takes time and can be facilitated or delayed by the way the language is taught. Research tells us that it takes 1-3 years just to develop conversational ability in a new language and it takes 5-7 years - or longer - to reach academic proficiency. So, what we know about language development and good practices for facilitating language acquisition isn’t always reflected in the push to ’make’ students learn as if they are native speakers of English.
Question from Shira Nahmias, Special Education Itinerant Teacher/Cooke Center for Learning and Development:
As a teacher of young children with special needs, I am always looking for strategies that can be used with children who do not hear English in the home. Can you recommend strategies for either parent use or within the classroom?
Dr. Jana Echevarria:
Parents (and other family members) are an important, often untapped, asset in the education of English learners. Parent involvement can enhance educational outcomes for students, and in our work we have found parents to be enthusiastic participants when they feel welcomed by the school. Even if the parents don’t speak English, they can assist at home by listening to their child read in English to them or by ensuring that the child has a specific time for reading or completing homework. Home reading programs have been found to be successful when the parents of ELLs are involved.
Further, young children are still developing their first language, and since the primary language serves as a foundation for learning to read and write in English, parents can assist in primary language development. There are multiple ways to encourage language development such as asking children questions that require more than a ’yes’ or ’no’ response, listening carefully to children and taking time to explain things to them, playing games such as ’Mama, Puedo’ and other games that require talking, listening, following and giving directions. Further, parents can assist in providing experiences and discussions that serve as important background knowledge upon which students draw in school.
Although learning English is a critical aspect of school success for ELLs, it is important to look to the family as a resource for more than simply assisting in learning English. Family support and involvement has many potential benefits such as increased student motivation and sense of belonging. Perhaps most importantly, it provides school personnel with an invaluable way for learning about students’ lives outside of the classroom.
Question from V. Hilton, educator, New York:
How does Spanish and English compare in terms of early reading development? Specifically, is the development of phonological awareness as important for Spanish speakers as it is for English speakers? And is it confusing to children when they have to transfer of these skills from one language to another?
Dr. Jana Echevarria:
Research tells us that reading instruction in Spanish is similar to reading instruction in English. Rather than seeing the transfer of skills as confusing, effective practices capitalize on the similarities and make connections between what students know in one language and apply it to the other. Some research has determined that some of the skills related to phonics and word reading are more difficult to learn in English than in Spanish so explicit instruction is needed in those areas. Dr. Sharon Vaughn and colleagues have been examining reading interventions for English language learners and I think you’ll find their work very informative.
Deanna Stecker (Moderator):
Dr. Sharon Vaughn's article, "Teaching English Language Learners At-Risk for Reading Disabilities to Read: Putting Research into Practice" is in the February, 2005 issue of Learning Disabilities Research and Practice. You can read the abstract at http://www.teachingld.org/ld_resources/ldrp/abstract_detail.cfm?ID=87.
Question from Cecilia Sebastiani, Family Literacy Specialist, Early Reading First Program, Kalamazoo Public Schools:
How do we assess the literacy skills of ELL preschoolers?
Dr. Jana Echevarria:
One tool that teachers and parents have found to be useful is NCLD's early literacy screening tool, Get Ready to Read!, available at http://www.getreadytoread.org. There are two versions of the tool, one in English and one in Spanish. It has been used successfully to get a quick snapshot of the early literacty skills of ELLs at the age of around 4 years old. Some people have found it informative to use both versions with the same child, to get a sense of where they are in both English and Spanish.
Deanna Stecker (Moderator):
NCLD recently held a forum on early literacy screening in Washington, DC. You can read all about it and view presentations at http://www.ld.org/earlyliteracyscreeningforum.
Question from Lauren, concerned parent in New York:
It's hard enough for many school districts to identify learning disabilities in young English-speaking children, let alone those who come from another language and cultural environment. How does(or should) the process of LD identifiction work for young children who are not competent English speakers? And what would you recommend to parents and others who care for these children so that they have be best chance of succeeding once they enter school?
Dr. Jana Echevarria:
In my experience, more often than not instruction for English language learners is not appropriate for their second language learning needs. When a student fails to make progress academically, the ’blame’ is placed on some inadequacy in the child. The first step in the process for identifying a learning disability in young ELL children is to conduct classroom observations. Does the teacher provide meaningful instruction that links the lesson’s concepts to the children’s own experiences and prior learning? Is there a clearly defined objective for the lesson that is introduced, reinforced and reviewed? Are key vocabulary terms highlighted and written for students to see and refer to throughout the lesson? Is there sufficient opportunity to talk in small groups or pairs about the lesson’s concepts and use academic language with peers? Does the teacher allow sufficient wait time for students to formulate answers to questions and express themselves? Are there ongoing checks for comprehension and opportunities for group response? These are some of the features of instruction that we know are effective for ELLs. If a student doesn’t respond to this type of high quality instruction, perhaps something else is going on and the student should be referred to a student study team for a broader evaluation of the student’s difficulties. However, an evaluation of the learning environment will often reveal the true nature of the problem.
Question from Meg Lucero k-5 ELA teacher, Highline Community School:
We have many students coming from diverse backgrounds. many of these older students are not literate in their native language, and are struggling learning literacy in English. We are not a bilingual school. What are the necessary steps toward best supporting these students?
Dr. Jana Echevarria:
Learning new concepts in a new language presents a challenge to students and teachers alike. Having a solid academic background upon which to draw gives literate students a tremendous advantage. The most effective way to support older students is to make sure the instruction is comprehensible. Ways to make content comprehensible include hands-on acitivites, use of viduals (overhead projector to illustrate while lecturing, writing words, etc; picures; media), group work where students support each other and have an opportunity to practice using academic English in conversations about the lesson's concepts, adapting content to the students' level of English proficiency and introducing and writing key vocabulary for students to see.
This type of instructional approach is quite different from the traditional secondary approach of teacher lecture followed by paper and pencil tasks. We need to rethink our delivery of instruction as the numbers of ELLs increase in our schools.
Question from beanie medlicott, resource specialist/SDC teacher, Orangewood High School, Redlands, Ca:
March 26, 2005 Hi Dr Echevarria, I have been a secondary special education teacher for many years. I taught at a comprehensive high school in our city for several years. I transferred to a continuation H.S. in the same city and went from Resource Specialist to piloting an SDC program just this past year 0 2004-05. My 'general' question pertains to secondary education level. There are and have been many students I have had throughout my years of teaching in special ed. These students often have had the 'double label' of RSP or SDC coupled with ESL (now ELL). In the 'flush years', when ESL was receiving a lot of California monies for their programs, all was pretty well, but even then, many ESL(ELL) students found their way into special ed. classrooms and received 'double coverage' and double labels. And now a small but multi-pronged question here. What single determining factors do you believe should be pertinent/applicable for current ELL students who are quailfying and entering special education at the secondary level? My concern remains that often due to low or delayed language acquisition and/or environmental and cultural settings that this is WHAT ultimately tips that scale and allows for placement for some, but not all of the ELL students who 'qualify' for the special education programs. ELL, in the past and currently has served as a 'gateway' into special education and not always for the correct criterium. I do understand that YES, some ELL students DO have identifiable learning disabilities etc and DO quailify for sped. I appreciate your time to respond to this 'multi-pronged' question, as time allows. Sincerely, Beanie Medlicott Graduate/Wayne State University-Michigan (l971)/Special Education Major School email address provided, if time does not allow for question to be answered. :)
Dr. Jana Echevarria:
I understand your concern and acknowledge that ELLs who are struggling learners in secondary programs often are some the most perplexing cases. There are multiple factors to consider with older learners in determining qualification for special education services, not a single factor. Language development that is significantly below grade level is certainly a common ’red flag’ that results in students being referred for evaluation. As I’ve mentioned in other responses, vocabulary development and background knowledge are important throughout ELL’s schooling and become increasingly important as the years go on. As you mention, there are ELLs who have learning disabilities and have a right to services but there are also significant numbers of older ELLs who have some characteristics similar to LD but are the result of factors such as lack of schooling, high mobility, and what Jim Cummins calls ’institutionally induced learning disabilities,’ or a history of poor instruction, often due to teachers unprepared to work with ELLs.
Question from Mark Halpert 3D Learner:
Where English is the second language and the child has a learning difficulty, do you recommend a multisensory approach or a phonics-based approach
Dr. Jana Echevarria:
Either/or choices are difficult to make because not every case is the same. I believe as educators we need to be open to a variety of options and supplement the curriculum with the kinds of materials and approaches that match the needs of the individual student. A multisensory approach has great benefits for students with learning difficulty and for ELLs. In teacher dominated approaches, students learning English are on auditory overload as they strain to pay attention to a speaker of a language they don’t fully understand. It can be exhausting. So, using other modalities to practice using concepts and information is an effective way for ELLs to learn. But, a phonics-based approach can be presented in a way that is engaging for students as well, and not strictly teacher dominated.
Question from Diane Del Campo, Learning Consultant, South Plainfield Public Schools, CST:
When is the best time to evaluate a ESL student for learning disablities?/How long should they spend in ESL?
Dr. Jana Echevarria:
The answer really depends on the situation of the individual student. There are a number of factors that affect second language acquisition so what may be true for one student may not be applicable to another. For example, some students have access to academic English outside of school through their neighbors, community, church, or older siblings who assist with homework. If such a student is struggling in ESL it may be more significant than a student who has little or no exposure to English outside of the classroom. Other factors that influence English acquisition include the age the student arrived in the U.S., the quality of instruction a student has received in ESL and the regular class, and the level of language proficiency - both conversational and academic -- in the student’s home language. Again, a fifth grade student who comes to the U.S. with grade appropriate academic background in his or her native language would be expected to perform differently than a fifth grade student who arrives with three years of formal schooling. So, you can see why it is difficult to say precisely how long a student should be in ESL or when it is time to evaluate for possible learning disabilities.
Question from Anita Landoll, Teacher, Specific Learning Disabilities, Halifax (VA) County Schools:
There is so much difference, in English and other languages, between the phonetic structure, as well as the sounds of the vowels and some of the consonants. Do you think it would be helpful to use a concrete, pencil-and-paper multisensory approach to teach English language learners to "do the decoding" for the words they need to learn? (Rather than leaving it all as an abstract process within the brain?) I have used a strategy which a non-reading adult learner helped me develop, in order to teach several English language learners, as well as my SLD students. Anita www.learntoreadnow.com
Dr. Jana Echevarria:
There seems to be value in using a multisensory approach to teaching and learning. For ELLs, typical instruction requires a tremendous amount of listening in a new language and the cognitive load can be overwhelming, especially given that these students often do not have the auditory acuity to distinguish some of the sounds. A multisensory approach distributes the cognitive processing across a variety of modalities and is less taxing, which can facilitate learning.
Question from Judy Higelin, Sr. Program Specialist, L.A. County Office of Education:
Parents of ELL preschool children often ask our staff if they should speak to their children in English if their own English language skills are limited. What is the best advice we can give these parents that will promote literacy?
Dr. Jana Echevarria:
Children benefit from a strong foundation in language which is facilitated by adults providing a good language model for them. It seems reasonable that the best way parents can assist their children is to provide a language rich environment (including literacy activities) in the language they speak, not one that is language deprived. Think about your own child or a close relative’s. If you limited your language interaction with the young child to a few sentences, isolated words, or incorrect utterances, how prepared would the child be for school? What kind of language development would the child have if you were their primary language model? In many countries, children learn at a very early age to speak with a family member in one language and switch languages as needed when talking to someone else. English language learners should have the advantage of good language models and literacy experiences at home, which will provide a foundation for English literacy.
Question from Lisa Ables, Mentor Teacher/Site Supervisor on Special Assignment, Metteer State Preschool:
Do children learning two languages at once sometimes start to stutter, then as they are more competent in both languages stop stuttering?
Dr. Jana Echevarria:
Students learning two languages simultaneously exhibit a number of language related behaviors that are considered normal. For example, young children may substitute words from one language when speaking in the other and older children may intentionally code-switch, or begin a sentence in one language and complete it in the other. These behaviors demonstrate an understanding of the way language works and is considered normal. Sometimes as students are processing languages and retrieving words, they appear to stutter, or start and stop as they speak, especially if they are excited or in a hurry. This kind of behavior will cease as the child matures and the languages develop more fully.
Question from J.P. Cohen, School Psychologist, Branford Public Schools:
It is often difficult to tell whether a child has a Learning Disability when he/she is ELL. What recommendations do you have regarding referrals/evaluations for a Learning Disability via SPED?
Dr. Jana Echevarria:
One of the difficulties in working with ELLs who don’t appear to be making adequate progress academically is to determine the right time to make a referral. ELL students are learning in and through a new language, are in a new and different environment and face expectations that may be different from what they are accustomed to. These students need a period of adjustment in which they are supported, encouraged and provided with learning experiences that meet them where they are academically and linguistically. How long that period is depends on the individual child. And, at what point do we intervene so that more valuable time isn’t lost? The best mechanism we have in schools is a student study team whose members are informed about second language issues. If the team determines that an evaluation is warranted, it must be conducted in the child’s home language as well as English. There are many cases in which a child appears to have the characteristics of a learning disability but when assessed in the home language, the child appears more confident and capable. Further, observations and interviews provide additional data for making an informed decision.
Question from Shelly Lyyski, K-5 ELA teacher, Highline Community School:
Our district has really been trying to implement SIOP on a larger scale. A question I have been asked by many is what research shows that SIOP is effective. I have found some articles, but I was wondering if you could give a more comprehensive list or link.
Dr. Jana Echevarria:
The Sheltered Instruction Observation Protocol (SIOP) Model was developed through a seven-year research project with the Center for Research on Education Diversity and Excellence. The findings have been published in journals and technical reports. At the end of today's chat, we will post a message with a list of resources.
Currently, there are additional studies being conducted and those results will be published in the months and years to come. For example, the recently funded National Research and Development Center on English Language Learners (housed at the University of Houston) will examine the efficacy of the SIOP Model on vocabulary and concept development for ELLs among other studies.
Question from Jose A. Martinez, school guidance counselor:
How can you tell if a child has impaired cognitive ability or if problems learning are due to poor understanding of language or cultural differences?
Dr. Jana Echevarria:
Assessment in the home language will yield valuable information and is a good place to start. Also, conducting a home visit will add an important perspective, especially if you are able to speak with several family members. Through these interviews it is possible to ascertain if some of the behaviors are present across settings or limited to school. Also, family expectations and cultural practices may play a part in school performance so those issues may be addressed with the family as well.
Question from Deanna Stecker - Moderator:
Thanks for sharing your expertise with us today. Are there any additional resources or information that you would like to share with our readers before we end our discussion?
Dr. Jana Echevarria:
Another excellent website for information on early reading, ELLs and other resources is Pacific Resources for Education and Learning: http://www.prel.org.
The others mentioned previously are:
http://www.cal.org
http://www.crede.org
http://www.siopinstitute.net
http://www.cec.sped.org/
A book by Jim Cummins provides a detailed discussion of issues in the education of ELLs. The reference is: Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Another by IRA is: Garcia, G. (2003). English Learners: Reaching the Highest Level of English Literacy. Newark,DE: International Reading Association.
Deanna Stecker (Moderator):
In addition, Dr. Echevarria has written two books that detail a specific instructional approach for ELLs that has been shown to improve achievement in ELLs and those with LD.
They are:
Echevarria, J. & Graves, A. (2003). Sheltered content instruction: Teaching English Langauge Learners with Diverse Abilities. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English learners: The SIOP model. Second edition. Boston: Pearson Allyn and Bacon.
Deanna Stecker (Moderator):
That concludes our discussion for today. Thank you to everyone for the thoughtful questions and especially to Dr. Echevarria for her time today.
A transcript of today's chat will be available at LD Talk.org very soon.
Join us for our next chat on Wednesday, April 27th from 8-9pm EDT. We will discuss changes to the IEP process made by IDEA2004.
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Deanna Stecker (Moderator):
Good evening. Welcome to LD Talk, the Web’s first and only site devoted to expert discussions on issues concerning learning disabilities. LD Talk is a service of the National Center for Learning Disabilities (NCLD). We look forward to bringing you ongoing opportunities to connect with leading experts in the LD field via this new service, thanks for joining us!
Our expert today is Dr. Jana Echevarria. Dr. Echevarria is a Professor of Special Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in special education, ESL, and bilingual programs. Her research and publications focus on effective instruction for English language learners, particularly those with learning disabilities. Dr. Echevarria has written numerous journal articles and book chapters, has written and produced several videotapes, and has co-authored two textbooks. Through a seven-year research study, Dr. Echevarria co-developed the SIOP Model of instruction for English learners now used in schools in all 50 states and in several countries. She is a member of NCLD's professional advisory board. Thanks for being with us today, Dr. Echevarria.
Our discussion today will focus on the challenges of early literacy for English language learners. Learn about ways to develop academic English in young children and how parents can enhance learning at home. For more about developing early literacy skills in young children, visit http://www.getreadytoread.org.
I am Deanna Stecker, early literacy specialist for the National Center for Learning Disabilities, and I’ll be moderating today’s discussion.
We have received many questions for this discussion. Today we’ll be offering replies to those questions most closely related to our discussion topic and of the broadest interest to our audience. Questions unrelated to this topic can be sent to NCLD’s Help Desk at This e-mail address is being protected from spam bots, you need JavaScript enabled to view it .
Let's begin the discussion.
Question from Norma Garza, Coordinator, United Way Success By 6:
I am working in a Texas/Mexico border community where we have a predominately Hispanic, limited English population. Our Head Start centers and private day care teach in English to their 3-4 year olds...then when they enter Kinder at the school district, they are given a language dominance assessment (LAS) and ask what language is spoken at home then they are placed in a bilingual class...when they are assessed on the Texas Primary Reading Inventory, they are given the assessment in Spanish...many students end up with no language... In a community where instruction can be given in English or Spanish...what is the placement criteria we should have for 3 and 4 year olds, and at a minimum, what should the placement be in Kindergarten after 2 years of English instruction?? Thank you.
Dr. Jana Echevarria:
The issue of language of instruction is one that has been discussed in the field for many, many years. There are experts on both sides of the issue that claim to have evidence of effectiveness. That is, some say that the home language is the most effective means for teaching content to ELLs while they are in the process of acquiring English, but the other side says that using the home language only delays progress for students learning in U.S. schools. There is no easy answer.
One thing we know for sure: Students benefit tremendously from a rich language environment. What are some effective practices that lead to the type of environment that will prepare children for successful school careers? One is to work with families and encourage parents to engage in language rich activities such as reading to their children, asking about events of the day, telling stories about their lives, teaching them songs and rhymes and the like. In school, there should be lots of opportunities to read books and talk about the stories, linking the events of the story to the children’s own lives, e.g, ’Have you ever done that?’ Hands-on experiences with discussion and language woven throughout help children develop vocabularies that will serve as a foundation for academic language later in school.
It seems reasonable that for pre-K children, the home language should be the one that is built upon initially so that language development can be a shared responsibility between the school and home. A strong language foundation - having a well developed vocabulary, understanding how some words rhyme, being able to express ideas -- will facilitate learning in and through English.
Question from Nancy Louia, Davidson County Community College, ESL Instructor:
What is the best way to determine whether an adult ESL student's lack of progress could be due to a learning problem? If this the same for a native adult learner?
Dr. Jana Echevarria:
The best way to make such a determination is to conduct some type of assessment in their native language. Even an informal assessment, such as having the student read aloud, provides you with information about fluency and decoding. An interview with the student, his or her friends and family may also provide important information about the student's history with learning.
A guiding principle in distinguishing learning problems from language differences is to remember that one cannot have a disability in one language but not the other. In students with significant disabilities, the principle is easy to understand. That is, an individual cannot have Downs syndrome when using English but not with Spanish. However, when it comes to mild disabilities, the distinction isn’t as clear but the guiding principle is true nonetheless.
Question from Rhonda Stone, Executive Director, The Literacy Alliance:
The majority of reading programs are operating on the assumption that left-to-right sequential decoding of each and every word is the basis of reading development. One organization is generating consistent highly positive results with ELL students through a methodology that abandons the view that sequential left-to-right decoding is necessary. The organization operates, instead, on the view that the brain samples alphabetic information -- integrated with knowledge of language -- in the process of anticipating what an author is attempting to communicate. Their view is supported by vision research and the study of the eye movements of excellent readers. ELL kids using their program are gaining 1 grade level of improvement in reading ability for every 8 to 10 hours of group tutoring. My question is this: Why isn't this methodology being studied by a university doing research on effective ELL programs?
Dr. Jana Echevarria:
The growth in numbers of English learners in U.S. schools has significantly outpaced research studies with this population. There are a number of questions for which practitioners and researchers alike seek answers. However, rigorous empirical studies require funding and take time to complete. In the coming months and years our knowledge base will increase as studies with ELL students are completed.
Deanna Stecker (Moderator):
Participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. This research agenda is described in an article, "English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice," in the February, 2005 issue of Learning Disabilities Research and Practice. You can read the abstract at http://teachingld.org/ld_resources/ldrp/abstract_detail.cfm?ID=85.
Question from Mimi Gavigan, Family Literacy Training Coordinator, Tuscarora Intermediate Unit:
If a parent has low literacy skills in their home language as well as English, how can they best be involved in helping their children learn English?
Dr. Jana Echevarria:
Parent involvement is critical to a child's education regardless of the parents' background so we need to consider every way possible to encourage participation. Making the school a welcoming place is the first step. When children see their parents at school, interacting with their teachers and the staff, it reduces the gap between the home and school. Parents learn about the school's culture and expectations and school personnel become acquainted with the parents, their culture and expectations as well. Some things that parents can do at home include telling stories orally, talking about their life expereinces, including their children on errands and talking about what they are doing, singing songs, teaching rhymes, pointing out signs and labels and the like. Many parents who are undereducated are not aware of the preliteracy and literacy building activities that take place everyday in homes. We can inform parents of the importance of these kinds of activities and encourage parents to use them with their children.
Question from Bonnie Naef ,Title III Specialist , Maryland State Department of education:
Questions for on-line chat 1.In the case of deaf students, how is their comprehension of English best assessed? What are the most commonly accessed resources for the ESOL teacher and for the regular ed. teacher in order to best deliver instruction? 2.Is a disability due to post traumatic stress, such as war, famine, general upheaval which might have impacted a student’s education considered to be a ’Special Education Issue?’ The line seems somewhat gray. 3.How can help school based personnel best deal with the attitude that a child can’t be brought before PST (pre-team) until he/she is fluent in English. 4.Once a teacher is able to persuade the Special Education team to listen to the case, what kinds of documentation has proven to be the most beneficial? This is especially pertinent in smaller school districts where there may be no resource by which to do a language dominance test or any other L1 assessment. 5.Once the team agrees to test the students, what assessments have worked well in other cases?
Dr. Jana Echevarria:
These are important questions and are not unrelated. Schools often wrestle with the kinds of issues you have identified; these are complex issues that are associated with serving immigrant students and those ELLs who are struggling academically.
While we know the features of effective instruction for ELLs (see websites below), each student’s situation must be examined individually through a multidisciplinary team or PST as it is called in your state. The strength of a PST is that it provides a forum for professionals to discuss a student and his or her particular situation, strengths, and areas of concern. The parent may attend and provide a valuable family perspective to the team. It is through a multidisciplinary team approach that appropriate assessments are determined, that the student’s background may be examined, and interventions assigned. There are a number of resources available to assist with documentation and to provide guidance to the team. The website for the Council for Exceptional Children at http://www.cec.sped.org/ has multiple publications under the topic of diversity that address some of the issues you identified in your questions. Also, for information on assessment and instruction for English learners, see http://www.cal.org/, http://www.siopinstitute.net/ and http://www.crede.org/.
One last note on the question of when to bring a student to the team for review. Research tells us that it takes at least 5-7 years for a student to become proficient in academic English, sometimes even longer. Therefore, the multidisciplinary team should be viewed as a resource for ELLs (and other students), an opportunity to assist students when they experience significant academic difficulties.
Question from Katherine Suarez-Espinosa, School Psychologist, Miami-Dade County:
What would be best practices in the use of DIBELS and IDEL, in assessing English Language Learners and bilingual children?
Dr. Jana Echevarria:
Any assessment instrument is most effective when used with the population for which it was developed. When an assessment is used with students who were not part of the norming sample, caution should prevail, especially when assessment results have serious consequences for the student. As mentioned previously, it is critical when using assessments with ELLs that the target information is being assessed, i.e., phonemic awareness, and not English proficiency.
Question from Debra DeSocio, resource teacher K-4:
I have been instructed to read tests verbatim to LD students some of whom are bilingual. I have found in practice tests with students that rewording questions truly helps their understanding. Therefore, when testing would a test read word for word (unchanged) be a true meansure of their skills?
Dr. Jana Echevarria:
It depends on what skills are being assessed. If we are interested in finding out about students’ knowledge of the scientific method or subtraction with regrouping or the causes of the civil war, then we need to focus on extracting that information in the most effective way possible. In that case, we aren’t assessing their ability to read and understand English, we want to know what their understanding is of a particular content area. If however, we are interested in assessing a student’s English proficiency, such modifications would be inappropriate.
Question from Lauri Lewitas, Resource Room Teacher, Cherry Lane Elementary:
Dear Dr.Echevarria, We have great difficulty getting bi-lingual evaluators for speech an psycho-ed. Do you know of any specifically in the Long Island NY area? The law in NY is we must wait for the student to be in school for 20 months in order to evaluate appropriately. How do you feel about this? The ESL population in my school often do not get services until this alloted time and I think it is wrong, when the parents also feel there is a problem in their native language. Thank You.
Dr. Jana Echevarria:
There has been a long history of overrepresentation of minority students in special education and as a result, sometimes districts enact policies intended to prevent inappropriate placement of students in special education. All students have the same rights to special education services but we must be very careful when it comes to referring culturally and linguistically diverse students.
One approach that, if implemented well, has been shown to reduce inappropriate referrals to special education is use of a multidisciplinary team or student study team. The team takes time to review the student’s areas of difficulty and makes recommendations for interventions. These interventions often provide just the additional support the student needs to improve his or her performance.
In the case of immigrant students and English learners, they must be given an opportunity to learn before a ’learning problem’ is considered. Some students arrive without the benefit of a grade level education, thus they enter school already behind their peers academically. Others have lost ground academically because they lacked the English skills necessary to progress with their peers. These are students who need high quality instruction that takes into account their second language acquisition needs.
For other students, they may have had a history of difficulties that the family is aware of such as delayed language, poor memory, and difficulty following directions. In these cases, it seems reasonable to work with the family to create immediate remedies for the student. As we move away from a ’wait to fail’ model, we need to make sure all students get the services they need, when appropriate.
Question from Mr. D. Cohen, parent:
As a native non-English speaker, I know how important it is to build (and keep up) a good vocabulary. Is there any reseach that talks about the role and importance of vocabulary in teaching young children who come from non-English speaking homes?
Dr. Jana Echevarria:
Your experience as a non-native speaker has lead you to understand a very important aspect of academic success - a substantial vocabulary. Research confirms that English learners benefit in numerous ways from vocabulary development. Vocabulary is an essential element of reading, speaking, listening, and writing. Comprehension of both the spoken and written word is enhanced by vocabulary knowledge. Further, content learning is positively correlated with vocabulary acquisition. English learners need lots of opportunities to see words written, discussed, and revisited multiple times. Vocabulary is unlikely to develop simply by being surrounded by words but instead the words need to be presented in meaningful, comprehensible ways. Some research suggests that explicit instruction of vocabulary is required in addition to opportunities for ELLs to learn new words in context. So, there are many ways to promote vocabulary development and it should be a priority in the education of ELLs.
Dr. Jana Echevarria:
When I use the term academic English, I mean the type of English that is required for academic achievement. It is different than conversational ability. For example, an English speaker may be able to "get by" in Spanish, order food, greet freinds, ask basic directions, however that same person would find it impossible to discuss in Spainsh the pros and cons of the NAFTA agreement. The latter example uses academic language. Many ELLs readily acquire conversational English but it takes much longer to acquire the ability to analyze, draw conclusions and summarize information in English. Teachers need to distinguish the two levels of language use and provide appropriate scaffolds and meaningful instruction as students continue to acquire academic English..
Question from Deanne Marein-Efron, Cur. Sp. DCBPCS:
Please describe some of the red flags that help classroom teachers identify and document if a child is an English learner who is likely to present a learning difference (disability).
Dr. Jana Echevarria:
This is an excellent question and knowing some of the warning signs is valuable for teachers. But I’d like to start by saying that our students are best served by school personnel who are in search of interventions rather than disabilities. There are innumerable interventions that can support struggling ELLs and improve their academic performance in the classroom. Many of these same interventions become part of the IEP once a student is identified for special education services. But, not all students need to be identified in order to improve their academic achievement.
That said, there are some characteristics of learning disabilities that serve as a guide. Characteristics include withdrawn behavior, attention problems, memory difficulty, poor motor abilities, poor perceptual abilities, low motivation and poor language abilities.
As you can readily see, many of these characteristics are also characteristics of immigrants and others who are adjusting to a new environment and new language. Thus, identification of learning disabilities is a complex process with ELLs.
An important caveat is that students with learning disabilities who exhibit these behaviors are qualitatively different from others from their same cultural group. In other words, if the student in question is one of a dozen or so students in the school or district from Cuernvaca, Mexico, it is important to compare his or her language and academic performance to the others. If they are similar, then cultural factors probably account for the behavior. And, again, establish a relationship with the family and gain their support. They can be a valuable resource.
Question from Annette Dorman, ESL Teacher, Caroline Co. Public Schools, MD:
I teach students without prior exposure to English. The pressure to get them speaking, reading and writing is enormous. Is there a short-and-simple recipe to teach them?
Dr. Jana Echevarria:
Oh, that it were so! Imagine yourself moving to another country and being expected to immediately grasp the new language and to read and write it like others your age. In your own community, when you find yourself in a business establishment or other place where many people are speaking Vietnamese, Chinese or Spanish, can you ’pick up’ the language by listening to them? In a short amount of time would you be able to read and write that language, especially if it is not an alphabetic language? Language development is a process that takes time and can be facilitated or delayed by the way the language is taught. Research tells us that it takes 1-3 years just to develop conversational ability in a new language and it takes 5-7 years - or longer - to reach academic proficiency. So, what we know about language development and good practices for facilitating language acquisition isn’t always reflected in the push to ’make’ students learn as if they are native speakers of English.
Question from Shira Nahmias, Special Education Itinerant Teacher/Cooke Center for Learning and Development:
As a teacher of young children with special needs, I am always looking for strategies that can be used with children who do not hear English in the home. Can you recommend strategies for either parent use or within the classroom?
Dr. Jana Echevarria:
Parents (and other family members) are an important, often untapped, asset in the education of English learners. Parent involvement can enhance educational outcomes for students, and in our work we have found parents to be enthusiastic participants when they feel welcomed by the school. Even if the parents don’t speak English, they can assist at home by listening to their child read in English to them or by ensuring that the child has a specific time for reading or completing homework. Home reading programs have been found to be successful when the parents of ELLs are involved.
Further, young children are still developing their first language, and since the primary language serves as a foundation for learning to read and write in English, parents can assist in primary language development. There are multiple ways to encourage language development such as asking children questions that require more than a ’yes’ or ’no’ response, listening carefully to children and taking time to explain things to them, playing games such as ’Mama, Puedo’ and other games that require talking, listening, following and giving directions. Further, parents can assist in providing experiences and discussions that serve as important background knowledge upon which students draw in school.
Although learning English is a critical aspect of school success for ELLs, it is important to look to the family as a resource for more than simply assisting in learning English. Family support and involvement has many potential benefits such as increased student motivation and sense of belonging. Perhaps most importantly, it provides school personnel with an invaluable way for learning about students’ lives outside of the classroom.
Question from V. Hilton, educator, New York:
How does Spanish and English compare in terms of early reading development? Specifically, is the development of phonological awareness as important for Spanish speakers as it is for English speakers? And is it confusing to children when they have to transfer of these skills from one language to another?
Dr. Jana Echevarria:
Research tells us that reading instruction in Spanish is similar to reading instruction in English. Rather than seeing the transfer of skills as confusing, effective practices capitalize on the similarities and make connections between what students know in one language and apply it to the other. Some research has determined that some of the skills related to phonics and word reading are more difficult to learn in English than in Spanish so explicit instruction is needed in those areas. Dr. Sharon Vaughn and colleagues have been examining reading interventions for English language learners and I think you’ll find their work very informative.
Deanna Stecker (Moderator):
Dr. Sharon Vaughn's article, "Teaching English Language Learners At-Risk for Reading Disabilities to Read: Putting Research into Practice" is in the February, 2005 issue of Learning Disabilities Research and Practice. You can read the abstract at http://www.teachingld.org/ld_resources/ldrp/abstract_detail.cfm?ID=87.
Question from Cecilia Sebastiani, Family Literacy Specialist, Early Reading First Program, Kalamazoo Public Schools:
How do we assess the literacy skills of ELL preschoolers?
Dr. Jana Echevarria:
One tool that teachers and parents have found to be useful is NCLD's early literacy screening tool, Get Ready to Read!, available at http://www.getreadytoread.org. There are two versions of the tool, one in English and one in Spanish. It has been used successfully to get a quick snapshot of the early literacty skills of ELLs at the age of around 4 years old. Some people have found it informative to use both versions with the same child, to get a sense of where they are in both English and Spanish.
Deanna Stecker (Moderator):
NCLD recently held a forum on early literacy screening in Washington, DC. You can read all about it and view presentations at http://www.ld.org/earlyliteracyscreeningforum.
Question from Lauren, concerned parent in New York:
It's hard enough for many school districts to identify learning disabilities in young English-speaking children, let alone those who come from another language and cultural environment. How does(or should) the process of LD identifiction work for young children who are not competent English speakers? And what would you recommend to parents and others who care for these children so that they have be best chance of succeeding once they enter school?
Dr. Jana Echevarria:
In my experience, more often than not instruction for English language learners is not appropriate for their second language learning needs. When a student fails to make progress academically, the ’blame’ is placed on some inadequacy in the child. The first step in the process for identifying a learning disability in young ELL children is to conduct classroom observations. Does the teacher provide meaningful instruction that links the lesson’s concepts to the children’s own experiences and prior learning? Is there a clearly defined objective for the lesson that is introduced, reinforced and reviewed? Are key vocabulary terms highlighted and written for students to see and refer to throughout the lesson? Is there sufficient opportunity to talk in small groups or pairs about the lesson’s concepts and use academic language with peers? Does the teacher allow sufficient wait time for students to formulate answers to questions and express themselves? Are there ongoing checks for comprehension and opportunities for group response? These are some of the features of instruction that we know are effective for ELLs. If a student doesn’t respond to this type of high quality instruction, perhaps something else is going on and the student should be referred to a student study team for a broader evaluation of the student’s difficulties. However, an evaluation of the learning environment will often reveal the true nature of the problem.
Question from Meg Lucero k-5 ELA teacher, Highline Community School:
We have many students coming from diverse backgrounds. many of these older students are not literate in their native language, and are struggling learning literacy in English. We are not a bilingual school. What are the necessary steps toward best supporting these students?
Dr. Jana Echevarria:
Learning new concepts in a new language presents a challenge to students and teachers alike. Having a solid academic background upon which to draw gives literate students a tremendous advantage. The most effective way to support older students is to make sure the instruction is comprehensible. Ways to make content comprehensible include hands-on acitivites, use of viduals (overhead projector to illustrate while lecturing, writing words, etc; picures; media), group work where students support each other and have an opportunity to practice using academic English in conversations about the lesson's concepts, adapting content to the students' level of English proficiency and introducing and writing key vocabulary for students to see.
This type of instructional approach is quite different from the traditional secondary approach of teacher lecture followed by paper and pencil tasks. We need to rethink our delivery of instruction as the numbers of ELLs increase in our schools.
Question from beanie medlicott, resource specialist/SDC teacher, Orangewood High School, Redlands, Ca:
March 26, 2005 Hi Dr Echevarria, I have been a secondary special education teacher for many years. I taught at a comprehensive high school in our city for several years. I transferred to a continuation H.S. in the same city and went from Resource Specialist to piloting an SDC program just this past year 0 2004-05. My 'general' question pertains to secondary education level. There are and have been many students I have had throughout my years of teaching in special ed. These students often have had the 'double label' of RSP or SDC coupled with ESL (now ELL). In the 'flush years', when ESL was receiving a lot of California monies for their programs, all was pretty well, but even then, many ESL(ELL) students found their way into special ed. classrooms and received 'double coverage' and double labels. And now a small but multi-pronged question here. What single determining factors do you believe should be pertinent/applicable for current ELL students who are quailfying and entering special education at the secondary level? My concern remains that often due to low or delayed language acquisition and/or environmental and cultural settings that this is WHAT ultimately tips that scale and allows for placement for some, but not all of the ELL students who 'qualify' for the special education programs. ELL, in the past and currently has served as a 'gateway' into special education and not always for the correct criterium. I do understand that YES, some ELL students DO have identifiable learning disabilities etc and DO quailify for sped. I appreciate your time to respond to this 'multi-pronged' question, as time allows. Sincerely, Beanie Medlicott Graduate/Wayne State University-Michigan (l971)/Special Education Major School email address provided, if time does not allow for question to be answered. :)
Dr. Jana Echevarria:
I understand your concern and acknowledge that ELLs who are struggling learners in secondary programs often are some the most perplexing cases. There are multiple factors to consider with older learners in determining qualification for special education services, not a single factor. Language development that is significantly below grade level is certainly a common ’red flag’ that results in students being referred for evaluation. As I’ve mentioned in other responses, vocabulary development and background knowledge are important throughout ELL’s schooling and become increasingly important as the years go on. As you mention, there are ELLs who have learning disabilities and have a right to services but there are also significant numbers of older ELLs who have some characteristics similar to LD but are the result of factors such as lack of schooling, high mobility, and what Jim Cummins calls ’institutionally induced learning disabilities,’ or a history of poor instruction, often due to teachers unprepared to work with ELLs.
Question from Mark Halpert 3D Learner:
Where English is the second language and the child has a learning difficulty, do you recommend a multisensory approach or a phonics-based approach
Dr. Jana Echevarria:
Either/or choices are difficult to make because not every case is the same. I believe as educators we need to be open to a variety of options and supplement the curriculum with the kinds of materials and approaches that match the needs of the individual student. A multisensory approach has great benefits for students with learning difficulty and for ELLs. In teacher dominated approaches, students learning English are on auditory overload as they strain to pay attention to a speaker of a language they don’t fully understand. It can be exhausting. So, using other modalities to practice using concepts and information is an effective way for ELLs to learn. But, a phonics-based approach can be presented in a way that is engaging for students as well, and not strictly teacher dominated.
Question from Diane Del Campo, Learning Consultant, South Plainfield Public Schools, CST:
When is the best time to evaluate a ESL student for learning disablities?/How long should they spend in ESL?
Dr. Jana Echevarria:
The answer really depends on the situation of the individual student. There are a number of factors that affect second language acquisition so what may be true for one student may not be applicable to another. For example, some students have access to academic English outside of school through their neighbors, community, church, or older siblings who assist with homework. If such a student is struggling in ESL it may be more significant than a student who has little or no exposure to English outside of the classroom. Other factors that influence English acquisition include the age the student arrived in the U.S., the quality of instruction a student has received in ESL and the regular class, and the level of language proficiency - both conversational and academic -- in the student’s home language. Again, a fifth grade student who comes to the U.S. with grade appropriate academic background in his or her native language would be expected to perform differently than a fifth grade student who arrives with three years of formal schooling. So, you can see why it is difficult to say precisely how long a student should be in ESL or when it is time to evaluate for possible learning disabilities.
Question from Anita Landoll, Teacher, Specific Learning Disabilities, Halifax (VA) County Schools:
There is so much difference, in English and other languages, between the phonetic structure, as well as the sounds of the vowels and some of the consonants. Do you think it would be helpful to use a concrete, pencil-and-paper multisensory approach to teach English language learners to "do the decoding" for the words they need to learn? (Rather than leaving it all as an abstract process within the brain?) I have used a strategy which a non-reading adult learner helped me develop, in order to teach several English language learners, as well as my SLD students. Anita www.learntoreadnow.com
Dr. Jana Echevarria:
There seems to be value in using a multisensory approach to teaching and learning. For ELLs, typical instruction requires a tremendous amount of listening in a new language and the cognitive load can be overwhelming, especially given that these students often do not have the auditory acuity to distinguish some of the sounds. A multisensory approach distributes the cognitive processing across a variety of modalities and is less taxing, which can facilitate learning.
Question from Judy Higelin, Sr. Program Specialist, L.A. County Office of Education:
Parents of ELL preschool children often ask our staff if they should speak to their children in English if their own English language skills are limited. What is the best advice we can give these parents that will promote literacy?
Dr. Jana Echevarria:
Children benefit from a strong foundation in language which is facilitated by adults providing a good language model for them. It seems reasonable that the best way parents can assist their children is to provide a language rich environment (including literacy activities) in the language they speak, not one that is language deprived. Think about your own child or a close relative’s. If you limited your language interaction with the young child to a few sentences, isolated words, or incorrect utterances, how prepared would the child be for school? What kind of language development would the child have if you were their primary language model? In many countries, children learn at a very early age to speak with a family member in one language and switch languages as needed when talking to someone else. English language learners should have the advantage of good language models and literacy experiences at home, which will provide a foundation for English literacy.
Question from Lisa Ables, Mentor Teacher/Site Supervisor on Special Assignment, Metteer State Preschool:
Do children learning two languages at once sometimes start to stutter, then as they are more competent in both languages stop stuttering?
Dr. Jana Echevarria:
Students learning two languages simultaneously exhibit a number of language related behaviors that are considered normal. For example, young children may substitute words from one language when speaking in the other and older children may intentionally code-switch, or begin a sentence in one language and complete it in the other. These behaviors demonstrate an understanding of the way language works and is considered normal. Sometimes as students are processing languages and retrieving words, they appear to stutter, or start and stop as they speak, especially if they are excited or in a hurry. This kind of behavior will cease as the child matures and the languages develop more fully.
Question from J.P. Cohen, School Psychologist, Branford Public Schools:
It is often difficult to tell whether a child has a Learning Disability when he/she is ELL. What recommendations do you have regarding referrals/evaluations for a Learning Disability via SPED?
Dr. Jana Echevarria:
One of the difficulties in working with ELLs who don’t appear to be making adequate progress academically is to determine the right time to make a referral. ELL students are learning in and through a new language, are in a new and different environment and face expectations that may be different from what they are accustomed to. These students need a period of adjustment in which they are supported, encouraged and provided with learning experiences that meet them where they are academically and linguistically. How long that period is depends on the individual child. And, at what point do we intervene so that more valuable time isn’t lost? The best mechanism we have in schools is a student study team whose members are informed about second language issues. If the team determines that an evaluation is warranted, it must be conducted in the child’s home language as well as English. There are many cases in which a child appears to have the characteristics of a learning disability but when assessed in the home language, the child appears more confident and capable. Further, observations and interviews provide additional data for making an informed decision.
Question from Shelly Lyyski, K-5 ELA teacher, Highline Community School:
Our district has really been trying to implement SIOP on a larger scale. A question I have been asked by many is what research shows that SIOP is effective. I have found some articles, but I was wondering if you could give a more comprehensive list or link.
Dr. Jana Echevarria:
The Sheltered Instruction Observation Protocol (SIOP) Model was developed through a seven-year research project with the Center for Research on Education Diversity and Excellence. The findings have been published in journals and technical reports. At the end of today's chat, we will post a message with a list of resources.
Currently, there are additional studies being conducted and those results will be published in the months and years to come. For example, the recently funded National Research and Development Center on English Language Learners (housed at the University of Houston) will examine the efficacy of the SIOP Model on vocabulary and concept development for ELLs among other studies.
Question from Jose A. Martinez, school guidance counselor:
How can you tell if a child has impaired cognitive ability or if problems learning are due to poor understanding of language or cultural differences?
Dr. Jana Echevarria:
Assessment in the home language will yield valuable information and is a good place to start. Also, conducting a home visit will add an important perspective, especially if you are able to speak with several family members. Through these interviews it is possible to ascertain if some of the behaviors are present across settings or limited to school. Also, family expectations and cultural practices may play a part in school performance so those issues may be addressed with the family as well.
Question from Deanna Stecker - Moderator:
Thanks for sharing your expertise with us today. Are there any additional resources or information that you would like to share with our readers before we end our discussion?
Dr. Jana Echevarria:
Another excellent website for information on early reading, ELLs and other resources is Pacific Resources for Education and Learning: http://www.prel.org.
The others mentioned previously are:
http://www.cal.org
http://www.crede.org
http://www.siopinstitute.net
http://www.cec.sped.org/
A book by Jim Cummins provides a detailed discussion of issues in the education of ELLs. The reference is: Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Another by IRA is: Garcia, G. (2003). English Learners: Reaching the Highest Level of English Literacy. Newark,DE: International Reading Association.
Deanna Stecker (Moderator):
In addition, Dr. Echevarria has written two books that detail a specific instructional approach for ELLs that has been shown to improve achievement in ELLs and those with LD.
They are:
Echevarria, J. & Graves, A. (2003). Sheltered content instruction: Teaching English Langauge Learners with Diverse Abilities. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English learners: The SIOP model. Second edition. Boston: Pearson Allyn and Bacon.
Deanna Stecker (Moderator):
That concludes our discussion for today. Thank you to everyone for the thoughtful questions and especially to Dr. Echevarria for her time today.
A transcript of today's chat will be available at LD Talk.org very soon.
Join us for our next chat on Wednesday, April 27th from 8-9pm EDT. We will discuss changes to the IEP process made by IDEA2004.
Thank you for joining us!
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