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Evaluating Emergent Bilinguals for Specific Learning Disabilities: Considering Second Language Development and Culture

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Title: Evaluating Emergent Bilinguals for Specific Learning Disabilities: Considering Second Language Development and Culture
Language: English
Authors: Edward Karl Schultz, Emily Smith, Stephanie Zamora-Robles
Source: Journal of the American Academy of Special Education Professionals. 2024:108-116.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Intended Audience: Researchers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Emergent Literacy, Bilingualism, Bilingual Students, Learning Disabilities, Student Evaluation, Second Language Learning, Native Language, Language Proficiency, Language Tests, Cultural Influences, Test Interpretation, Test Selection
ISSN: 2325-7466
Abstract: Evaluating students from culturally and linguistically diverse backgrounds (i.e., emergent bilinguals) presents challenges to evaluation teams, as distinguishing between a language disorder and typical second language development is more complex. The skills and knowledge required to do this task often exceed the level of training that evaluators (e.g., educational diagnosticians, LSSPs, speech pathologists) possess. To conduct a nondiscriminatory evaluation, evaluators must determine native language proficiency to select tests, understand the impact of culture on the learner, and interpret results. This requires an understanding of typical second language development and the influence of culture. This paper aims to add to evaluators' knowledge base by describing typical second language development and considering cultural implications. Implications for test selection and interpretation will also be discussed.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-fall-2024/evaluating-emergent-bilinguals-for-specific-learning-disabilities-considering-second-language-development-and-culture
Accession Number: EJ1446280
Database: ERIC
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  Data: Evaluating Emergent Bilinguals for Specific Learning Disabilities: Considering Second Language Development and Culture
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. 2024:108-116.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: <searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Selection%22">Test Selection</searchLink>
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  Data: Evaluating students from culturally and linguistically diverse backgrounds (i.e., emergent bilinguals) presents challenges to evaluation teams, as distinguishing between a language disorder and typical second language development is more complex. The skills and knowledge required to do this task often exceed the level of training that evaluators (e.g., educational diagnosticians, LSSPs, speech pathologists) possess. To conduct a nondiscriminatory evaluation, evaluators must determine native language proficiency to select tests, understand the impact of culture on the learner, and interpret results. This requires an understanding of typical second language development and the influence of culture. This paper aims to add to evaluators' knowledge base by describing typical second language development and considering cultural implications. Implications for test selection and interpretation will also be discussed.
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      – Text: English
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        PageCount: 9
        StartPage: 108
    Subjects:
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Language Tests
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Test Interpretation
        Type: general
      – SubjectFull: Test Selection
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      – TitleFull: Evaluating Emergent Bilinguals for Specific Learning Disabilities: Considering Second Language Development and Culture
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              Y: 2024
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