English Language Learners Part 1: Second Language Learning Concerns

1. Introduction and General Assessment Considerations

Chapter 1 is an introduction that covers general assessment considerations and current population statistics of culturally and linguistically diverse communities in the U.S. The need for nonbiased assessment of English Language Learner (ELL) students is described.

2. Typical Second Language Acquisition Processes

In chapter 2, second language acquisition phenomena are described in typically-developing children. It is explained how these phenomena might masquerade as potential indicators of language impairment, and how the clinician can recognize and differentiate typical second language acquisition characteristics from signs of an actual underlying language impairment.

3. Stages of Second Language Learning

This chapter describes four stages of second language acquisition, with an emphasis on helping school personnel hold realistic expectations for ELL children’s academic and linguistic performance at each stage of development.

4. Language Proficiency and Bilingual Education

In chapter 4, informal and formal language proficiency are compared and contrasted. There is an emphasis on differentiating the two types of language proficiency in order to not prematurely label ELLs as “language impaired.” Additive and subtractive bilingualism are defined and discussed.

5. Asian- and Spanish-Influenced English: Typical Transfer Patterns

In chapter 5, characteristics of Asian- and Spanish-influenced English are listed. The purpose of this is to help SLPs recognize English “errors” which are not indicative of a communication disorder, but rather of a communication difference resulting from the influence of the first language on English production.