This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional…

Given the literature review on over and under representation of ELL students in Special Education, this research aimed to study how teachers identify between ELL students who present with language proficiency learning difficulties and students who might exhibit learning disabilities. This qualitative study added to existing literature on…

We explore whether the use of assistive technology allows teachers and children to negotiate shared understandings for learning science and language. We understand our afterschool sessions as critical encounters. Artifacts used in the encounters enabled transcending of the tensions and became drivers for learning. In the studied 13 encounters,…

Given new, more rigorous content standards and expanding student diversity, how can school leaders leverage limited resources to guide teachers to effectively teach standards-aligned lessons to all learners? The authors propose that leaders leverage familiar instructional strategies but in a new way to support all students--English learners,…

The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions…

Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was…

This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ-achievement discrepancies and FL aptitude,…

Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear…

Despite the lack of empirical evidence, the term "foreign language learning disability" (FLLD) has become popular in the learning disabilities (LD) and foreign language literature. I contend that there is not a unique "disability" for foreign language learning and suggest instead that foreign language skills run along a continuum of very strong to…

Beginning foreign language (FL) courses in high school often have high numbers of learning disabled (LED) and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer…

Discusses cognitive, affective, and linguistic influences on foreign language learning. It proposes the Linguistic Coding Differences Hypothesis (LCDH) model for understanding foreign language learning problems. The empirical support for the LCDH model is reviewed. Diagnostic, pedagogical, and policy implications are addressed. (Author/DB)

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

Comparison of high-risk, low-risk, and learning-disabled high school students' foreign language performance found clear evidence of significant differences in the foreign language learning potential of low- and high-risk students and striking similarities between high-risk and learning-disabled students regarding foreign language learning…

Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from…

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)