An investigation of teachers who are non-certified to teach English language learners and their need for training to differentiate between language and learning disabilities.

摘要

This study was conducted to investigate non-certified English teachers working with speakers of other languages to determine if the teachers had the necessary training to differentiate and assess if low student performance was a result of a learning or language disability. The need for the study was based on the high rate of misdiagnosis and special education referrals of English language learners potentially denying them more appropriate language learning interventions. A qualitative case study design was utilized. Data were collected from interviews, pre- and post-tests and a focus group session. A purposeful homogeneous sample of 19 non-certified English teachers working with speakers of other languages at an urban school district was selected for the study. Interview transcripts were coded in order to identify emerging themes. The teachers' abilities to differentiate and assess if low student performance was a result of a learning or language disability was investigated using a pre-test, training, and a post-test strategy. The data suggested teachers were not well equipped to differentiate between language and learning disabilities. A key finding was that teachers were able to make better determinations of students' needs following training. A conclusion reached during the study is that there is a need to develop training programs to enhance the diagnostic skills of non-certified English teachers. Recommendations include collaboration among educational linguistics professors at the college or university levels to develop curriculum to address the needs of children who are speakers of other languages. Additional recommendations for urban school districts that hire non-certified English teachers to work with speakers of other languages include funding for in-depth training on how to differentiate between language and learning disabilities, use of scientifically based research models for language development, and appropriate assessment tools to identify speakers of other languages who may have linguistic disabilities. Recommendations for future research include replicating the study in other urban districts that have a contingency of low-performing speakers of other languages.