Recent studies have suggested that the limited research literature that is devoted to second language acquisition disorders for students with special educational needs can be categorized into two clear polarizing views, being firstly; clinical representation of the disorders and secondly classroom interventional strategies and curriculum adaption. Neither camp seeks to acknowledge the importance of the role the other plays.
This is an extremely unfortunate situation as the theoretical literature, the most common place educators and parents seek out assistance to help the learner, is a gallimaufry of ideas, for the most part, which do not draw upon clinical research data as it is more often than not presented and worded in a way that makes it inaccessible to those without a deep knowledge of linguistics or medical terminology. Future research in this area would benefit from a more ‘user friendly’ cross-discipline approach.
Table of Contents
1. Is it ESL or Special Needs?
2. Students with disabilities
3. Students with difficulties
4. Students with disadvantages
5. The outcomes when clinical and classroom research are combined: future research
6. Conclusion
Research Objectives and Themes
This critical literature review investigates the challenges mainstream classroom teachers face when identifying and supporting students who present with second language acquisition disorders while also having special educational needs. It aims to bridge the gap between clinical research and pedagogical practice to improve outcomes for increasingly diverse student populations.
- Analysis of the intersection between ESL, special education, and language disorders.
- Examination of the diagnostic and instructional dilemmas faced by educators.
- Investigation of the impact of inclusive education and global migration patterns.
- Evaluation of effective pedagogical strategies supported by clinical research.
- Emphasis on the importance of family involvement and responsive teaching practices.
Excerpt from the Book
Is it ESL or Special Needs?
According to Nancy Cloud (1990), “ There is a paucity of Teaching English to Speakers of Other Language (TESOL) programs which provide crossover training in special education or special education programs that encourage specialization in TESOL.
Cloud also presents us with an increasingly common scenario where, mainstream teachers, inclusive educators, or special education practitioners place a phone call or email to an ESL specialist wanting to know quickly how to teach ESL or when the situation is reversed and an ESL teacher contacts a special education unit when they are challenged by a student having difficulties learning.
This is a scenario that as classroom populations are becoming increasingly diverse, including but not limited to first language speakers, English as Second Language learners and those with special educational needs. This diversity was first bought to the attention of the Commission for Racial Equality, when it was suggested it
Summary of Chapters
Is it ESL or Special Needs?: Discusses the confusion educators face when distinguishing between second language acquisition challenges and genuine special educational needs.
Students with disabilities: Examines the nature of learning disabilities and the challenges involved in assessing these students fairly within an ESL context.
Students with difficulties: Focuses on Specific Language Impairment (SLI) and how it overlaps with bilingualism, citing research on various developmental disorders.
Students with disadvantages: Explores the impact of socioeconomic and cultural factors on second language learning and student marginalization.
The outcomes when clinical and classroom research are combined: future research: Highlights the effectiveness of evidence-based programs and the necessity of integrating clinical findings into daily classroom pedagogy.
Conclusion: Summarizes the need for mainstream teachers to move beyond sole remediation and adopt clinical teaching methods to support diverse learners effectively.
Keywords
Second language acquisition, special educational needs, ESL, learning disabilities, inclusive education, Specific Language Impairment, bilingualism, clinical research, pedagogical strategies, classroom intervention, diverse student populations, teacher support, literacy development, cultural heritage, student empowerment.
Frequently Asked Questions
What is the primary focus of this research paper?
This paper provides a critical review of literature concerning the difficulties of identifying and supporting students who exhibit second language acquisition disorders alongside special educational needs.
What are the central themes discussed in the text?
The core themes include the intersection of ESL and special education, the impact of diverse classroom populations, the disconnect between medical/clinical theory and classroom practice, and effective instructional strategies.
What is the main research question or objective?
The primary objective is to highlight the need for a more accessible, cross-disciplinary approach to research that helps educators and parents bridge the gap between clinical theory and daily teaching requirements.
Which scientific methods are primarily utilized in this work?
The work is a critical review of existing academic literature, analyzing qualitative research, clinical studies, and educational theoretical frameworks regarding language acquisition and disability.
What topics are covered in the main body of the text?
The main body examines the definitions of various student groups (disabilities, difficulties, disadvantages), the specific challenges of assessment, the role of family literacy, and the necessity of aligning pedagogical strategies with clinical research.
How would you characterize this work using keywords?
The work is best characterized by terms such as inclusive education, second language acquisition, special educational needs, Specific Language Impairment (SLI), and evidence-based pedagogical practice.
How does the author characterize the divide between medical research and classroom reality?
The author argues that medical research is often presented in highly technical language that feels inaccessible to educators and fails to address the practical, everyday challenges faced by teachers in diverse classrooms.
What role does the family play in the author's suggested educational approach?
The author identifies the family as an underutilized resource, emphasizing that involving families through initiatives like "Family Literacy Nights" and providing them with specific strategies significantly supports student development.
- Quote paper
- Karen Dalton (Author), 2016, Is it ESL, Special Needs or ESL with Special Educational Needs?, Munich, GRIN Verlag, https://www.grin.com/document/438705
