20Q: A Comprehensive Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools - Part 2

From the Desk of Ann KummerWith the exception of Native Americans, the United States (U.S.) is a country that was built on the immigration of people from different countries to our continent. In the early years of our country, immigration was primarily from European countries. Today, the majority of immigrants come from Latin America and Asia, where English is not their native language.Immigrants play a huge role in fueling the U.S. economy. In fact, studies have shown that immigrants are more likely than native-born Americans to start and own businesses. Although immigration is good for our economy and for the diversity of our culture, the influx of non-English speaking or bilingual children into our educational system poses special challenges. These challenges are particularly felt by speech-language pathologists (SLPs) who are charged with assessing language impairments in the presence of language differences. To help us to navigate these challenges, I have asked Dr. Roseberry to address common questions regarding service delivery to this population of English language learners.Celeste Roseberry-McKibbin, PhD, CCC-SLP, FASHA is an expert in the areas of assessment and treatment of culturally and linguistically diverse students with communication disorders. She is also a passionate advocate and volunteer for improving the language and literacy skills of disadvantaged and bilingual children. Dr. Roseberry also has a website called Love Talk Read (https://lovetalkread.com/), which provides a place for book donations, gives information on how to start a book drive, and even provides guidance on how to become a “reading partner” for struggling readers. She is the author of the book entitled: Instant Insights on…Love, Talk, Read to Help Your Child Succeed, available on Amazon.Dr. Roseberry grew up in the Philippines (from ages 6 to 17), as the daughter of Baptist missionaries. She received her Ph.D. from Northwestern University. Currently, she is a Professor of Communication Sciences and Disorders at California State University, Sacramento and is also a part-time itinerant speech pathologist in San Juan Unified School District. She has over 70 publications, including 16 books, and has made over 370 presentations at the local, state, national, and international levels. She is a Fellow of ASHA, winner of ASHA’s Certificate of Recognition for Special Contributions in Multicultural Affairs, and recipient of the Excellence in Diversity Award from CAPCSD. She has received the national presidential Daily Point of Light Award for her volunteer work in building literacy skills of children in poverty.I believe that after reading this article, you will want even more tips from Dr. Roseberry. Well, you are in luck! More valuable information will be available to you in Part 2 of this series.Now…read on, learn, and enjoy!Ann W. Kummer, PhD, CCC-SLP, FASHA, 2017 ASHA HonorsContributing Editor Browse the complete collection of 20Q with Ann Kummer CEU articles at www.speechpathology.com/20Q20Q: A Comprehensive Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools - Part 1Learning OutcomesAfter this course, readers will be able to: Explain why a comprehensive pre-assessment process is necessary when differentiating language difference from language impairment (LI) in English Learners (ELs) who present with environmental challenges.Describe how gathering a case history of the child’s primary language development can assist with this differentiation.List universal indicators of language impairment.Celeste Roseberry-McKibbin1. Can you give a brief synopsis of current statistics regarding the number of ELs (English Learners) in U.S. schools?Today, the United States has more immigrants than any other country in the world. More than 40 million people living in the U.S. were born in another country. The population of immigrants is very diverse, representing almost every country in the world (Pew Research Center, 2019). Currently, there are more than 350 languages spoken in the U.S.  Consequently, the number of English Learner (EL) students in the public schools has increased dramatically. In fall of 2017, the percentage of U.S. public school students who were ELs ranged from 0.08% in West Virginia to 19.2% in California (National Center for Education Statistics, 2020).2. What are some of the challenges being faced by ELs in American schools today?...