Categories

CULTURE, language, STUDENTS, English Language Learners

Areas

PRACTITIONER:group practice and professional learning

Authors

Maria Adelaida Restrepo

Published

2008

Publisher

Equity Alliance at ASU

Abstract

English and children who are bilingual need to be evaluated in their native language or the languages that they speak. When children are evaluated only in one of the languages, or in the language in which they are least proficient, such as English for English Language Learners (ELLs), they are often misdiagnosed with speech and language problems when they do not exist, or the nature of the child’s difficulty is not determined accurately (Artiles, Rueda, Salazar, & Higareda, 2005). Some times, however, we find that the monolingual speech-language pathologist (SLP) evaluating a child who is learning English overcorrects for the lack of knowledge of the child’s native language and culture, and misses that the child has a disability by attributing low performance to cultural and linguistic difference.

Files

• http://ea.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/SupportingBilingualblog.pdf