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ERIC Number: EJ1098473
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1938-9809
Distinguishing Sources of L2 Development Problems in K-12: Language Deficit, Cognitive Deficit, and Cognitive Distance
Stapp, Yvonne
Forum on Public Policy Online, v2007 n1 Win 2007
K-12 students with limited L2 proficiency who do not progress satisfactorily are often referred to special education and/or speech pathology services. Like the teachers who refer such students, the representatives of each service have a specific expertise (e.g., cognition) with little knowledge of the other types of proficiencies (e.g., L1 development) that might be the source of a student's problem. Misdiagnoses could be greatly reduced by more comprehensive training of school professionals involved with the L2 population: L2 teachers (e.g., ESL), special education teachers, speech pathologists, and psychologists. Such training should focus on three distinctions: the difference between normal L2 development and (1) language deficit; (2) cognitive impairment; and (3) cognitive distance. Here, each of these possible sources of slow L2 development is explained briefly with the intention of providing a clear but minimal set of indicators of each problem so that school professionals can better serve the limited L2 population.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A