Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference From Language Impairment in English Learners

Abstract

The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child’s school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student’s ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.

Keywords

language assessment cultural/linguistic diversity English as a second language (ESL)/bilingualism/dialects English/languages language learning disorders exceptionalities Individualized Education Program (IEP)acquisition/development language/linguistics applied research speech-language pathologists (SLPs)

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