Best practices English language learning for children

For general information about our webcasts or to be part of our studio audience in Washington D. Best practices English language learning for children free webcast is available online anytime. It is made possible by AFT Teachers, a division of the American Federation of Teachers, as part of a Colorín Colorado partnership between AFT and Reading Rockets. Program description Featuring bilingual speech-language pathologist Dr.

This webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children’s schools. Moderator Delia Pompa is the moderator of this webcast. She is the Vice President of the Center for Community Educational Excellence, at the National Council of La Raza. Elsa Cárdenas-Hagan is a bilingual speech-language pathologist and director of Valley Speech Language and Learning Center in Brownsville, TX, and the author of Esperanza Program, a Spanish multi-sensory reading, writing, and spelling program. Cárdenas-Hagan is a graduate of the University of Texas at Austin and Leadership Texas.

She serves on the State Board of Examiners for Speech Language Pathology and Audiology and is a member of the American Speech Language and Hearing Association and the International Dyslexia Society. Recommended resources Articles and books by our presenter, Dr. Then, talk about ways you see yourself using that information within your school setting. How does your school work to identify and teach ELL students with LD? Cardenas-Hagan, what changes might you propose? Describe the challenges your school would face in trying to assess students in both languages.

From what you heard today, how does effective instruction for ELL learners with LD differ from just plain effective instruction for all students? Besides this webcast, what types of professional development would help you work with the ELL learner with LD population more successfully? Transcript Studio Delia Pompa: How do we recognize learning disabilities in English language learners? How can we help them become strong readers? Please join me for our next Colorín Colorado webcast, “English Language Learners with LD. Voice Over: Funding for this webcast is provided by the United States Department of Education, Office of Special Education Programs. Additional support comes from the National Council of La Raza.

Welcome to the Colorín Colorado and Reading Rockets webcast series. You know, teaching reading to a child who’s just learning to speak English can be a challenging task. When that student also has learning disabilities, the challenge is magnified. Elsa Cárdenas-Hagan is here to help. Hagan is a bilingual speech-language pathologist and director of the Valley Speech Language and Learning Institute in Brownsville, Texas. Elsa Cárdenas-Hagan: Thank you for inviting me.

Delia: Let’s start with something very basic. I know that there are legal definitions and other controversies about it, but in practice, what do we mean by learning disabilities? Cárdenas-Hagan: Well, a learning disability would mean, a child or a student who came to school and the teacher would notice that they’re having difficulty and not progressing in the areas, possibly, of: reading, writing, spelling. It may be that they’re having trouble understanding, or difficulty in math or reasoning, problem solving. Delia: To what degree are learning disabilities a phenomena of the English language? Cárdenas-Hagan: Well, what we know at this point in time and, what’s very difficult to tease out, are what are the differences between a child typically developing English and whether that child is having great difficulty in learning. Often, it’s very hard to tease out between language and language difficulties and a learning disability.

Delia: So we’re talking about a bilingual child here. How does a learning disability manifest itself in the child’s native language, say Spanish? So what we see — no matter what the language, and within languages, and across languages — what we will find are similar patterns of difficulty. For example, if the student were dyslexic, they would show very clearly in their native language, say Spanish, the same kinds of difficulties – having trouble with processing of sounds and playing with sounds, having trouble reading single words. Delia: So how would a teacher tell the difference between a learning disability and just difficulty in learning the English language? I know that’s a pretty basic question, and that’s a big question. So give us the basics on that.