Overidentification of English Language Learners for Special Education: Proposed Solutions Examined

Introduction

What happens to a second language learner, commonly referred to as ELL (English Language Learner) is qualified for special education based solely on their lack of English language proficiency? The author, a special educator, hypothesizes a few consequences:

• 1.

  Academic achievement is slowed often delaying their full potential.

• 2.

  If placed in a Special Day Class, detrimental behaviors may be learned.

• 3.

  Possible language delays due to lack of mastery in either language (native tongue vs. English).

It is the general perspective of this chapter to examine and propose solutions to prevent any of the above hypotheses from occurring. The objectives of the chapter are 1) examine and address solutions to prevent overidentification of English Language Learners (ELLs) who qualify for Special Education and 2) discuss the ramifications of the overidentification of second language learners, once placed in special education, as to why the overidentification occurs. As an extension of the above objectives, a description of the Unz Initiative (1998, Proposition 227) will be explored and how, if any, affect the initiative may have had on the overidentification of ELLs for Special Education.

Background

A treatise on the examination of English Language Learners (ELL) overrepresented in special education would be remise if how language is acquired was not described.

One of the foremost researchers in language acquisition is Dr. Stephen Krashen. According to Krashen and Terrell (1983) the four stages of language acquisition are: (1) Preproduction or “silent period” when students are acquiring language (by understanding it) but not producing it; (2) Early Production, the one word response period when students first communicate comprehension orally, (3) Speech Emergence, the beginning of longer, though often grammatically incorrect, utterances; and (4) Intermediate Fluency, students are able to comprehend using full sentence structure, making few errors (p. 26-27).

The transitional process into English is composed of two terms signifying the progression in learning a second language: BICS and CALPS. BICS is known as Basic Interpersonal Communication Skills which “involve cognitively undemanding, context-embedded forms of communication.” (McKibbin, 2002, p. 206). For example, asking permission to go outside and play would be an illustration of a Basic Interpersonal Communication Skills. However, CALPS, Cognitive Academic Language Proficiency, is context-reduced. In other words, there are no “prompts” or regalia to emphasize meaning. “According to Cummins (1992c), BICS take approximately two years (in an ideal situation) to develop to a level commensurate with that of native speakers of the langue; CALP takes between five and seven years to develop to a native-like level.” (McKibbin, 2002, p. 204).

The difficulty in overidentification of students whose language is other than English for special education arises in the form and student’s language development level in relation to assessment. Further examination of assessment playing a role in overidentification of ELLS in Special Education will be examined later in the chapter.