Supporting Multilingual Learners through a Culturally and Linguistically Responsive MTSS Framework
While educators often speak about multilingual learners (MLs) as a group, the reality is MLs vary on many factors. Knowledge of student level factors help to align instructional practices to meet ML students' unique needs. To answer the question of whether academic challenges are rooted in second language acquisition differences or a true disability, all students must have access to high-quality core instruction matched to their specific backgrounds. We will examine the typologies of this heterogeneous group and discuss specific instructional factors to consider. Then we will review the MTSS tiers and how data collected across the tiers by a collaborative team guide appropriate referral decisions. Finally, special education programming for MLs will be highlighted.
Best Practices for Distinguishing Language Acquisition & Learning Disabilities
This session will focus on nesting multilingual students (MLs) ecologies within the testing, assessment, and evaluation continuum to support teams in developing more equitable decision-making processes. Current assessment practices continue to privilege white and middle-class students while focusing on MLs perceived deficits. First, laying the foundation for reliable and valid practices for all learners will guide the discussion as we clarify the differences between evaluation, assessment, and testing. Then, we will examine the types of assessments used within an MTSS framework to make instructional decisions for MLs. Instructional questions will be posed to model aligning them to the types of assessments to answer the questions across the MTSS tiers. Finally, collaboration across various stakeholders in data-based decisions making will be highlighted.
Best Practices for Distinguishing Language Acquisition and Learning Disabilities
While educators often speak about multilingual learners (MLs) as a group, the reality is MLs vary on many factors. Knowledge of student level factors help to align instructional practices to meet ML students' unique needs. To answer the question of whether academic challenges are rooted in second language acquisition differences or a true disability, all students must have access to high-quality core instruction matched to their specific backgrounds. We will examine the typologies of this heterogeneous group and discuss specific instructional factors to consider. Then we will review the MTSS tiers and how data collected across the tiers by a collaborative team guide appropriate referral decisions. Finally, special education programming for MLs will be highlighted.
Language and Cultural Difference vs. a Disability
How do I distinguish the difference between a language and cultural difference versus a disability?
Educators often find it challenging to differentiate between language acquisition and potential learning disabilities. One of the most significant reasons that ELs are often misdiagnosed as having a disability is that some of the disability types, such as emotional and behavioral disabilities, speech impairment, and specific learning disability, are socially constructed categories (Baca, 1990). That is, these disabilities are often diagnosed based on perceptions about how students interact with their environment or, conversely, how the environment interacts with them. By combining evidenced based research around culturally and linguistically responsive practices for instructing, assessing, and evaluating diverse students, educators can develop systems for accurately identifying English Learners eligible for special education services. By identifying the root cause of each student’s challenges, educators can implement the most suitable and effective teaching and learning strategies.
What are some examples of behaviors when considering the influence of a language difference vs a disability?
Example 1: Student does not respond to verbal directions and has consistently demonstrated confusion when given verbal directions in L1 and L2. This may be due to processing deficit or low cognition and could be disorder.
Example 2: Student’s Language performance is like that of their true peers who have comparable cultural and linguistic profiles. This is an example of an indicator of a language difference due to L2 acquisition.
For more information and examples:
Who is a True Peer?
“True peer” represents students who can be used for comparison to the target student; students have similar language proficiency, culture, and experiential background (i.e., age, time in the United States and acculturation in adapting to a new environment, use of L1 and L2 at home, school and community, socioeconomic status, gender, educational programming or language service plan such as dual language instruction, transitional bilingual instruction, ESL services, or sheltered-English instruction)(Brown & Doolittle, 2008).
What is BICs and CALPS?
Terms to Know: BICS and CALP
ELL expert Susan Lafond explains the difference between the terms BICS and CALP and how it relates to social vs. academic language.
How determine the language needs of my English Learner with significant cognitive disabilities?
English learners with disabilities, including those with significant cognitive disabilities, must be able to participate meaningfully in both instruction and assessments. Two major categories of needs must be prioritized for these learners: language-related needs and disability-related needs. It is crucial for educators to consider these needs when developing individualized instructional and assessment solutions for this diverse group of students.
ALTELLA Framework PDF Download
A Framework for Understanding English Learners With Disabilities: Triple the Work
How do I use a student’s oral language to support instruction?
- Are there trainings available around this topic?
Series with Dr. Julie Esparza Brown
How Can Multilingual Learners and their Teachers Make a Difference in Classroom Assessment?