Abstracted+Bibliography


 * This page can be used to begin developing a list of relevant citations and sharing a brief summary of the article.**

Hi Ladies, Here is my annotated bibliography for ELL's and Special Needs. When I looked over ELLs and Special Needs I found 915 articles in Wilson Web; Educ. Full Text (146 articles); ERIC (347 articles) Linguistics + Language (396). I decided to go over the articles I found in Education Full Text and categorized the articles by topics. In the annotated bibliography you will find the title of the article, authors, brief description, and APA citation for each one of them. I will include the articles in the other section.By the way, I found the Betty Yu dissertation that you mentioned Natalie. I will upload it in the articles section. I am very excited with this project! Looking forward to seeing you tomorrow. Upps! It seems that when I uploaded the bibliography the APA citation is not indented. Please copy/paste and indent. Cecilia

** ANNOTATED BIBLIOGRAPHY FOR ELL’s AND SPECIAL NEEDS ** Hi All, I want to add some info as I am learning about language learning in general and DLL specific. I have two valuable resources. Yip, V., & Matthews, S. 2007). The bilingual child: Early development and language contact. New York: Cambridge University Press.

"An influential distinction made by McLoughlin (1978) somewhat arbitrarily set age three as a cut-off point, whereby a child who received regular exposure to two languages before three is considered a case of simultaneous acquisition, while a child who does not receive input in a second language until after age three will be a case of successive acquisition. Even within the "simultaneous bilingual" category, when input form both languages is available to the child before three, there is variation as to whether the exposure starts right from birth of is delayed by up to three years." (p. 25). "Experimental evidence shows that 4-5 month-old bilingual infants have the perceptual abilities to distinguish two rhythmically close languages (Spanish and Catalan), for discrimination is considered especially challenging." (p. 34). We do not know - "Do bilingual children begin with an undifferentiated phonological system which gradually becomes differentiated? There are divergent views regarding the question of whether and when differentiation is achieved in phonological systems ranging from total undifferentiated at two years old to partial or total differentiation by age two (p. 35 "The relationship between early bilingual acquisition and child second language acquisition is likely to continue to generate abiding controversies and fruitful research addressing issues such as whether there is a dichotomy between bilingualism and SLA, or even a clear distinction between bilingual acquisition and second language acquisition. (p.29). "In the bilingual acquisition literature, the notion of language dominance is widely used in a pre-theoretical sense to describe a situation where one of the child's languages is more advanced or developing faster than the other." (p. 35). "the relationship between bilingual acquisition and second language acquisition (SLA) and the distinction between them, have been recurrent points of controversy." (p. 23).

Several aspects of the logical problem of language acquisition are more severe for the bilingual child than for the monolingual child... 1) Quantity of input - even the ideal environment of 50-50 basis the bilingual child receives less input than a monolingual child in one language and maybe 60:40 or 70:30 is better as the challenge for the bilingual child is to project a target grammar soley based on the available input.

Summary for me: What I learned is that we need to be clear that, unless the child with autism is exposed to two languages prior to age three they are not in bilingual households. More often they may be exposed to two languages (one at home and one with the therapist or at school). A follow up question for me is when there is a language delay how closely does learning two languages mirror what happens for infants who are exposed to a bilingual environment? My guess is there are key differences as that window for hearing the sounds of a second language has closed and they will "hear and understand" the sounds of the language of most exposure or the one spoken in the home. Is this true for children at risk for autism or are they tuning out all language?

California Department of Education. (2010). Improving education for English learners: Research-based approaches. Sacramento: Author. The authors of this book include Fred Genesee from McGill and other key authors in this area

July 2009 EDFacts - EL enrollments in the US in schools Here are the top 4 States: California with 24.7% Texas with 14.8% Florida with 8.7% New York with 7.6% So our group is from three of the four states with the most ELL enrolled in our schools.

"Currently, existing research to identify effective guidelines for ELD instruction is problematic. There is little that focuses specifically on kindergarten through grade twelve (K-12) ELD instruction for the population of US students examined in this publication... The scarcity of research directly based on the population of interest leads to some interesting questions.. (p. 21).

"Students sense of identity and self is embedded in the language learned as infants in the familiar surroundings of family and home (Ricento, 2005)." p. 87 - But what if they have NOT learned a first language well?

"Collier (1987) found that children who arrive in the U.S. between ages of four and seven and are schooled exclusively in English may need up to five years to reach the same level of academic achievement as older English learners who have had some instruction in their native languages." p. 89

"Research also reveals that, while the route of acquisition is quite consistent across second-language learners with different primary languages, the rate, or speed, at which learners progress varies greatly and may depend on factors such as age, motivation, exposure to input, aptitude, and learning style (Ellis, 1994; Saunders & O'Brien, 2006)." (p. 91).

"Recent systematic reviews of the research on the language, literacy and academic development of English learners by August and Shanahan, 2006 and Genesee and others (2006), among others, have revealed that there are important developmental relationships between English learner's home language competencies and their academic and literacy development in English" p. 325).


 * TOPICS: **

I. Prevalence & Disproportionality in Special Education of English Language Learners. II. Systemic Barriers to Assessment. Psychometrical Issues in the ELL Assessment & Special Education Classification & Eligibility. III. ELL & Learning Disabilities-Struggling to learn to read. (I did not include articles in this one) IV. Intervention strategies/techniques V. Need for preparation of teachers for ELL and SPED.


 * __ I. PREVALENCE & DISPROPORTIONALITY IN SPECIAL EDUCATION OF ENGLISH LANGUAGE LEARNERS __**


 * __ 1. Title: __** The bilingual special education interface. (Book)

Baca, L. M., & Cervantes, H. T. (Eds.). (2004). The bilingual special education interface. Upper Saddle River, NJ: Merrill/Prentice Hall.
 * Authors: ** Baca, L. M. & Cervantes, H. T.
 * __ Description: __** “Currently, it is estimated that approximately 1 million ESL students also exhibit serious learning difficulties that may qualify them for special education placement”. **__Also__:** “The prevalence figure on diverse students with learning problems in our schools indicates a substantial population that could benefit from bilingual and special education services (Baca & Cervantes, 2004).
 * __ APA Citation: __**

Estrem, T., & Zhang, S. (2010). Prevalence and Disproportionality of autism spectrum disorders among English language learners in Minnesota. //Multiple Voices for Ethnically Diverse Learners, 12(2),// 5-20.
 * __ 2. Title __** : Prevalence and Disproportionality of Autism Spectrum Disorders among English language learners in Minnesota.
 * __ Authors __** : Theresa L. Estrem & Shiju Zhang
 * __ Description __** : Great article! The authors explored trends in prevalence rates of children who received autism special education services between 2001 and 2008, with a focus on students whose home language was not English. They found a dramatic increase over the past decade in prevalence rates of all students with autism, including English, Spanish, Somali, and Hmong speakers.
 * __ APA Citation __** :


 * __ 3. Title: __** Providing optimal special education services to Hispanic children and their families//.//


 * Author: ** Langdon, Henriette W.


 * Description: ** This article addresses the demographics of Hispanic population. It also provides areas to consider when evaluating special needs in Hispanic population.

“According to the latest Census report released in 2006, Hispanics represent 14.8% of the total population living in the United States. Between 2000 and 2006, Hispanics accounted for one half of the total nation’s growth. The top five states that have the most Hispanics include California with more than 13 million, Texas with more than 8 million, Florida with more than 3.5 million, New York with 3 million, and Illinois with 1.5 million. A great majority of the Hispanic population is of Mexican descent.”

“The U.S. Census Bureau reported that 44.3 million people living in the United States in 2006 were of Hispanic descent. This population is far from homogeneous and includes seven major subgroups based on their origin, each with its own characteristics, which are briefly discussed. Of the 5.1 million children identified as English language learners, 79% speak Spanish as their first language based on 2004-2005 school records.”


 * APA Citation: **

Langdon, H. W. (2009). Providing optimal special education services to Hispanic children and their families//.// // Communication Disorders Quarterly, 30(2), // 83-96. doi: 10.1177/1525740108325430


 * II. **SYST**EMIC BARRIERS TO ASSESSMENT PSYCHOMETRICAL ISSUES IN ELL ASSESSMENT & SPECIAL EDUCATION CLASSIFICATION & ELIGIBILITY**


 * __ 1. Title __**** : ** Special Education referral, Evaluation, and Placement Practices for Preschool English Language Learners.


 * __ Authors: __**, Harding & Peisner-Feinberg.


 * __ Description: __** Authors designed and conducted a survey with 141 early childhood administrators and teachers to examine their beliefs and practices concerning the special education referral, evaluation, and placement process for preschool ELLs and their families. Survey questions were designed to gather information about: 1) how cultural and language differences were addressed, 2) what strategies were used to ensure parent participation of ELL children, and 3) what training was available and being used by early childhood professionals.

“The number of English language learners (ELLs) in early childhood regular and special education services has increased dramatically in the past decade.”

“a need for reliable and valid screening and assessment tools in a variety of languages, a need for interpreters who are trained in early childhood terms and the special education referral, evaluation, and placement process, and a need for more teacher training on meeting the needs of culturally and linguistically diverse families.”

Harding, B.J., Roach-Scott, M., & Peisner-Feinberg, E. S. (2007). Special Education referral, Evaluation, and Placement Practices for Preschool English Language Learners. //Journal of Research in Childhood education, 22(1)//, 39-54.
 * APA Citation: **


 * __ 2. Title: __** The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences.


 * __ Authors __**** : ** Janette Klingner & Beth Harry


 * __ Description: __** When ELLs struggle academically, many teachers wonder if this is due to the students’ ELL status, a potential learning disability, or both (Klingner & Harry, 2006).

Klingner, J. K., & Harry, B. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. //Teachers College Record, 108//, 2247–2281.
 * APA Citation: **

“Numerous standardized assessments (e.g., intelligence, oral language proficiency, achievement tests) may generate valid scores for most students but tend to underrate the potential of CLD students (Abedi, 2002).
 * __ 3. Title: __** Standardized achievement tests and English language learners: Psychometric issues.
 * __ Author: __** Jamal Abedi
 * __ Description: __** This author mentions the need of appropriate assessment tools for ELLs.
 * APA Citation: **

Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometric issues. //Educational Assessment, 8//, 231-257.


 * __ 4. Title __** : Psychometric Issues in the ELL Assessment and Special Education Eligibility


 * __ Author: __** Jamal Abedi


 * __ Description: __** Assessment in English that are constructed for Native English speakers may not provide valid inferences about the achievement of ELLs. Caution must be exercised when the results of these tests are used for special education eligibility, particularly in placing ELL students with lower English language proficiency in the learning/reading disability category.

Abedi, J. (2006). Psychometric issues in the ELL assessment and special education eligibility. //Teachers College, 108(11)//, 2282-2303
 * APA Citation: **


 * III.** **ELL & LEARNING DISABILITIES – STRUGGLING TO READ. (I found lots of articles but I did not include those)**


 * IV. INTERVENTION STRATEGIES/TECHNIQUES **


 * __ 1 __****__ . Title: __** Strategies for culturally and linguistically diverse students with special needs.


 * Author: ** Hart, Juliet, E.

“U.S. schools are becoming increasingly diverse. One of the primary educational dilemmas facing educators in the United States is the need for effective instruction for all children, including those who come from diverse backgrounds and who may contend with learning and behavioral disabilities. Second language learners with learning difficulties and disabilities constitute a substantial population requiring specialized programs and strategies. It is critical for all educators to arm themselves with research-based assessment procedures and instructional techniques to enable these students to reach their maximum learning potential, thereby facilitating their success in school and beyond.” Hart, J. E. (2009). Strategies for culturally and linguistically diverse students with special needs. // Preventing School Failure, 53(3), // 197-206. Retrieved from []
 * __ Description __**** : ** The author provides an overview of the prevailing assessment and instructional issues related to culturally and linguistically diverse students with special education needs. Also, the author presents current trends and prevalence rates of students with disabilities who are also English language learners, in addition to general guidelines for the appropriate assessment of such students for special education services. Last, the author describes research-based academic and behavioral strategies for these students, along with web-based resources geared to assist general and special educators working with diverse students with special needs.
 * APA Citation: **


 * __ 2. Title: __** Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculum.


 * __ Authors: __** Shernaz B. García & Brenda-Jean Tyler


 * __ Description: __** “To be academically successful in general education classrooms, English language learners (ELLs) with learning disabilities (LD) need instruction that is simultaneously responsive to their disability, English language status, and culture.”

Shernaz B. García & Brenda-Jean Tyler (2010): Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculum.//Theory Into Practice, 49:2,// 113-120. doi: 10.1080/00405841003626585
 * APA Citation: **


 * __ 3. Title: __** A framework for culturally and linguistically responsive design of response-to-intervention models.

__** Authors: **__ Shernaz Garcia & A. Ortiz

__** Description: **__ To be meaningful and comprehensible, instruction for ELLs with LD must be culturally and linguistically relevant, and also responsive to their disability (García & Ortiz, 2008).

García, S. B., & Ortiz, A. A. (2008). A framework for culturally and linguistically responsive design of response-to-intervention models. //Multiple Voices, 11(1),// 24–41.
 * APA Citation: **

“There is lack of understanding of the distinction between English language acquisition and actual learning disability among the professionals participating in decision making as part of the child-study team process (Klingner & Harry, 2006). Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who are learning English as a second language. //Elementary School Journal, 96,// 275-293.
 * __ 4. Title: __** Reciprocal teaching of reading comprehension strategies for students with learning disabilities who are learning English as a second language.
 * __Authors__: ** Janette Klingner & Sharon Vaughn
 * Description: ** This article addresses the importance of finding tools to distinguish between students who have a special need from those who are accessing English as a second language.
 * APA Citation: **


 * V. NEED FOR PREPARATION OF TEACHERS FOR ELL AND SPED **

“Unfortunately, it is difficult for most schools to provide adequate services to this unique and growing student population because they generally lack teachers and personnel specially trained in these areas (Cochran-Smith, 2004) Cochran-Smith. M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
 * __ 1. Title: __** Walking the road: Race, diversity, and social justice in teacher education.
 * Author: ** Cochran-Smith. M.
 * Description: ** This book addresses the need of training teachers who can teach students with special needs as well as English as a second language.
 * APA Citation: **

Thank you to Natalie for sharing the Early Dual Language Learning by Genesee (2008). It had some really great information. For some reason it was a protected file format, so I couldn't highlight or even print it out. I took some notes on the article, and thought I would share here. Marisa

Marisa’s NOTES Tucker, G. R. (1998). A global perspective on multilingualism and multilingual education. In J. Cenoz & F. Genesee (Eds.), //Beyond bilingualism: Multilingualism and multilingual education// (pp. 3-15). Clevedon, England: Multilingual Matters. > Bilingual children with language impairments do not show any differences in impairment when compared to monolingual children with language impairments. Bilingual children who are language impaired typically exhibit language impairments in both languages. However their impairments are of the same nature and magnitude as monolingual children with language impairments. (Guuiterrez-Clellen, Wagner, & Simon-Cereijido, 2008; Paradis, Crago, Genesee, & Rice, 2003).
 * Genesee, F. (2008). Early dual language learning. //Zero to Three,//17-23.**
 * Estimated that there are more children who are bi- or multi-lingual than children who are monolingual
 * “There is absolutely no evidence that children get confused if they learn two languages during the infant-toddler period” (Genesee, 2008).
 * In fact, “learning two languages during the infant-toddler period is as natural as learning one” (Genesee, 2008).
 * There is wide belief that children who speak a minority language in the home should begin to learn the majority language (English) as soon as possible. The purpose is to ensure academic and social success once the child enters school. However, this notion that younger is better for acquisition of the majority language is not necessarily the case. Instead, research shows that children who are stronger in their native or home language acquire language and additional academic skills in the majority language (English) faster than those children whose native or home language is not well developed. In other words, spending time learning the minority home language facilitates communication and interactions with family members and does not detract from children’s acquisition of English down the road.
 * Language impairments:
 * “Giving minority language children with language impairment opportunities to maintain the home language as they also acquire English is especially important because knowing two languages is essential if they are to fully identify with and socialize into the life of their family and community. To restrict minority language children to learning only the majority language would entail social and personal costs that can easily be avoided” (Genesee, 2008).

I found this dissertation when conducting a search. It might be useful based on the abstract, but it looks like it is not available electronically. Yu, B. (2010). Talking with bilingual Chinese-American immigrant parents of children with autism spectrum disorders about intergenerational language practices. // Dissertation Abstracts International Section A //,// 71 // > "The findings of this study show that social, ideological, and institutional constraints can have significant influences on language use in families living with ASD, and highlight the pressing need for linguistically and culturally appropriate educational services for minority language students with ASD, as well as better information dissemination to parents and professionals."
 * She interviewed 15 Chinese-English bilingual parents of children with ASD. She found that all of the parents believed that children with ASD would be confused or further delayed by bilingualism. Nearly all education and therapeutic programs were offered exclusively in English; specialeducation programs did not offer English language learning (ELL) supports for students; and most parents assumed the responsibility of teaching English themselves, frequently by speaking more English at home.

I just found another article that is not available electronically. I have emailed the author to see if we can get it. Here is the abstract:

Seung, H., Siddiqi, S., & Elder, J. H. (2006). Intervention outcomes of a bilingual child with autism. // Journal Of Medical Speech-Language Pathology //, // 14 //(1), 53-63.

This longitudinal case study examined a child who was initially diagnosed with language delay at age 3 and subsequently diagnosed with ** autism ** at age 3 years 6 months. This case study is particularly interesting because it followed the child for 24 months and evaluated the efficacy of a unique Korean-English ** bilingual ** speech-language intervention. Speech-language intervention was provided twice weekly in his primary language, Korean, for the first 12 months by a Korean-English ** bilingual ** speech-language clinician. During the next 6 months, the intervention was gradually introduced in English; and by the final 6 months, the intervention was provided almost entirely in English. This study also incorporated information regarding parent interventions that was implemented by the parents at home. The child in this report made notable gains in expressive and receptive language development in both languages over the study period as well as decreases in aberrant behaviors. At the 24-month follow-up, he was able to respond to testing that was done completely in English. **The results of this study support the practice of providing services in the primary language when English is not the language used at home to establish linguistic foundation of the primary language.** As the child makes gains in the primary language, a gradual transition can be made to intervention in English. Results of this study have important implications for future research and clinical decision making for assisting families of children from a variety of cultural and ethnic backgrounds.