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ERIC Number: EJ1098473
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-9809
EISSN: N/A
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.
Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
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