As the culturally and linguistically diverse population of the United States continues to increase dramatically, speech— language pathologists (SLPs) and special education teachers in particular face the challenge of how best to assess and teach those students whose primary language is not English. The changing U.S. demographics are driving a need for a more comprehensive understanding of students learning English as a second language and the effect upon their education of learning English as a second language. A substantial number of English language learner (ELL) students, with and without disabilities, may not possess the requisite classroom discourse or pragmatic skills, may face difficulties, and may be incapable of fully benefiting in their learning. This tutorial will discuss factors related to describing classroom discourse in the context of five ethnographic studies, with particular attention paid to pragmatic language skills for ELL students with and without disabilities. This article will also discuss strategies for what these students need to know regarding pragmatic language skills and which strategies school professionals need to implement for bilingual ELL students (i.e., regarding planning and communication in delivering instruction). This knowledge should assist school professionals in making more appropriate decisions in assessment and instruction for these students.
Get full access to this article
View all access options for this article.
References
1.
Aguirre, A. (1988). Code switching, intuitive knowledge, and the bilingual classroom. In H. Garcia & R. Chavez (Eds.), Ethnolinguistic issues in education (pp. 28—38). Lubbock, TX: Texas Tech University.
2.
American Speech-Language-Hearing Association. ( 2005). Language-based learning disabilities. Retrieved April 19, 2006, from http://www.asha.org/public/disorders/Language-Based-Learning-Disabilities.htm
3.
Baca, L. M., & Cervantes, H. T. (Eds.). (1998). The bilingual special education interface (3rd ed.). Upper Saddle River, NJ: Merrill.
4.
Bahamonde, C., & Friend, M. (1999). Teaching English language learners: A proposal for effective service delivery through collaboration and co-teaching. Journal of Educational Psychological Consultation, 10(1), 1—24.
5.
Banks, J. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
6.
Beaumont, C. (1992). Language intervention strategies for Hispanic LLD students. In H. W. Langdon with L. L. Cheng (Eds.), Hispanic children and adults with communication disorders (pp. 272— 342). Gaithersburg, MD: Aspen.
7.
Brice, A. (2002). The Hispanic child: Speech, language, culture and education. Boston: Allyn & Bacon.
8.
Brice, A. (2003). A comparison of language use by a bilingual first-grade teacher and a bilingual speech-language clinician: A case study of their impact on bilingual learners. Journal of the New York State Association of BilingualEducation, 14, 55—81.
9.
Brice, A., & Absalom, D. (1996). Classroom pragmatics skills: Investigating adolescents learning English as a second language. Journal of Children's Communication Development, 18(2), 19—29.
10.
Brice, A., & Brice, R.G. (2000). Language in the classroom: Comparison of four bilingual environments. TheSouth African Journal of Communication Disorders, 47, 91—98.
11.
Brice, A., Mastin, M., & Perkins, C. (1997b). Bilingual classroom discourse skills: An ethnographic study. FloridaJournal of Communication Disorders, 17, 11—19.
12.
Brice, A., Mastin, M., & Perkins, C. (1997a). English, Spanish, and code switching use in the ESL classroom: An ethnographic study. Journal of Children's Communication Development, 19(2), 11—20.
13.
Brice, A., Mastin, M., & Perkins, C. (1997b). Bilingual classroom discourse skills: An ethnographic study. FloridaJournal of Communication Disorders, 17, 11—19.
14.
Brice, A., Miller, K., & Brice, R.G. (2006). Multiple voices for ethnically diverse exceptional learners. Manuscript submitted for publication.
15.
Brice, A., & Montgomery, J. (1996). Adolescent pragmatic skills: A comparison of Latino students in ESL and speech and language programs. Language, Speech, and Hearing Services in Schools, 27, 68—81.
16.
Brice, A., & Perkins, C. (1997). What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms. Journal of Children's Communication Development, 19(1), 13—22.
17.
Brice, A., & Roseberry-McKibbin, C. (1999). Turning frustration into success for English language learners. Educational Leadership , 56(7), 53—55.
18.
Brice, R.G. (2004a). Identification of phonemes and graphemes in Spanish-English and English-speaking kindergarten students. Doctoral dissertation, University of Central Florida. (ProQuest Digital Dissertations AAT 3144882.)
19.
Brice, R.G. (2004b). Connecting oral and written language through applied writing strategies. Intervention in School and Clinic , 40(1), 38—47.
20.
Cazden, C.B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
21.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Avon, United Kingdom: Multilingual Matters.
22.
Cummins, J. (2000). Bilingual children's mother tongue: Why is it important for education? Retrieved April 19, 2006, from http://www.iteachilearn.com/cummins/mother.htm
23.
DeBoer, A., & Fister, S. (1998). Working together: Tools for collaborative teaching . Longmont, CO: Sopris West.
24.
Díaz-Rico, L. (2004). Teaching English learners. Boston: Allyn & Bacon.
Donovan, M. S., & Cross, C. T. (Eds.). (2002). Representation of minority students in special and gifted education. In Minority Students in Special and Gifted Education (pp. 35—89). Retrieved July 5, 2003, from http://www.nap.edu/openbook/0309074398/html/R1.html
27.
Figueroa, R., & Hernandez, S. (2000). Teaching Hispanic students in the United States: Technical and policy issues. Jessup, MD: President's Advisory Commission of Educational Excellence for Hispanic Americans .
28.
Figueroa, R.A., & Ruiz, N.T. (1997, January). The optimal learning environment. Paper presented at the Council for Exceptional Children Symposium on Culturally and Linguistically Diverse Exceptional Learners, New Orleans, LA.
29.
Goldstein, B. (2000). Cultural and linguistic diversity. A resource guide. San Diego, CA: Singular.
30.
Grosjean, F. (1998). Studying bilinguals: Methodological and conceptual issues: Bilingualism. Language andCognition, 1(2), 131—149.
31.
Guthrie, L.F., & Guthrie, G.P. (1987). Teacher language use in a Chinese bilingual classroom . In S. R. Goldman & H. T. Trueba (Eds.), Becoming literate in English as a second language (pp. 205—231). Norwood, NJ: Ablex.
32.
Krashen, S. (2000). Why bilingual education? (ERIC Digest No. RC 020895) Retrieved April 19, 2006, from http://www.englishfirst.org/eff/krashen.html
33.
Johnson, B.A. (1996). Language disorders in children: An introductory clinical perspective. Albany, NY: Del Mar Publishers.
34.
Langdon, H. W., & Cheng, L. (Eds). (1992). Hispanic children and adults with communication disorders: Assessment and intervention. Gaithersburg, MD: Aspen.
35.
Langdon, H., & Saenz, T. (Eds.). (1996). Language assessment and intervention with multicultural students. Oceanside, CA: Academic Communication Associates.
36.
Mastropieri, M.A., & Scruggs, T.E. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed). Upper Saddle River, NJ: Pearson.
37.
McGregor, G., & Vogelsberg, R.T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Brookes.
38.
Nye, C., Foster, S., & Seaman, D. (1987). Effectiveness of language intervention with the language/learning disabled. Journal of Speech and Hearing Disorders, 52(4), 348—357.
39.
Ortiz, A., & Yates, J.R. (2002). Bilingual exceptional education and bilingual speech—language pathology. Interview with Dr. Alba Ortiz and Dr. James Yates. Retrieved April 30, 2002, from http://www.asha.ucf.edu/roannebrice.html
40.
Ortiz, A., & Yates, J.R. (2003, April). Serving English language learners: Trends and issues in general and special education. Paper presented at the 2003 Council for Exceptional Children Annual Conference, Seattle, WA.
41.
Owens, R. (1996). Language development (4th ed.). Needham Heights, MA: Simon and Schuster.
42.
Pearl, C. (2005, January). Maximizing the potential of co-teaching as a service delivery model. Paper presented at the Florida Division of Learning Disabilities Annual Conference, Orlando, FL.
43.
Pennington, M.C. (1995). Eight case studies of classroom discourse in the Hong Kong secondary English class (Research Report No. 42). Hong Kong: City University of Hong Kong, Department of English.
44.
Peregoy, S.F., & Boyle, O.S. (1997). Reading, writing, and learning in ESL: A resource book for K—12 (2nd ed.). New York: Longman.
45.
Ramírez, J.D. (2000). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. Proceedings of A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy (pp. 9—41). Washington, DC: Office of Bilingual Education and Minority Language Affairs.
46.
Reed, V. (2004). Introduction to children with language disorders (3rd ed.). Boston: Allyn & Bacon.
47.
Roseberry-McKibbin, C. (2002). Serving multicultural students with special language needs: Practical strategies for assessment and intervention (2nd ed.). Oceanside, CA: Academic Communication Associates.
48.
Roseberry-McKibbin, C., & Hegde, M.N. (2000). Advanced review of speech-language pathology: Preparation for NESPA and comprehensive examination. Austin, TX: PRO-ED.
49.
Roy, M.B., Roseberry-McKibbin, C., Rau, C.L., Lamberth, E., McLean, K., & Madding, C.C. (2000). Beyond linguistic barriers: Practical strategies for intervention with ESL students. Short course presented at the Annual Convention of the California Speech and Hearing Association , San Diego, CA.
50.
Seymour, H.N., & Valles, L. (1998). Language intervention for linguistically different learners. In C. M. Seymour & E. H. Nober (Eds.), Introduction to communication disorders: A multicultural approach (pp. 89—109). Newton, MA: Butterworth-Heinemann.
51.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press.
52.
Stainback, W., & Stainback, S. (1996). Inclusion: A guide for educators. Baltimore: Brookes.
53.
Steifel, L., Schwartz, A.E., & Conger, D. (2003). Language proficiency and home languages of students in New York City elementary and middle schools. (ERIC Document Reproductions Service No. ED474013)
54.
U.S. Census Bureau. (2001). The Hispanic population in the United States: Population characteristics. Washington, DC: Author.
55.
U.S. Census Bureau. (2003). The Hispanic population in the United States: Population characteristics. Washington, DC: Author.
56.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2003). Teaching exceptional, diverse, and at risk students in the general education classroom (3rd ed.). Boston: Allyn & Bacon.
57.
Whitworth, J. (2000). Preparing, recruiting, and retaining special education personnel in rural areas. (ERIC Document Reproduction Service No. ED439893)
