How to Support English Language Learners in Special Education

Working with English language learners comes with unique challenges , and , as special education teachers , it can sometimes be tricky to determine whether a student is struggling due to a language barrier , a learning disability or a combination of both , and that's why this month , we are breaking it all down what is ESL , how it overlaps with special education , some common

myths about ESL that need to be busted , and how to best collaborate with ESL teachers to meet the needs of our students . So if you've ever wondered how to better support your ELL students in special education , you're in the right place . Let's jump in . Hey , special educator , are you overwhelmed by the absurd amount of paperwork on your to-do list ?

Do you wish you had the skills to build a rock solid team with your staff ? Do you find yourself scouring the internet for how to meet the needs of each student on your caseload ? Well , hey there .

I'm Jennifer Hopperberg , an award-winning veteran special education teacher and current instructional coach , who has walked in your shoes through each of these challenges and , yes , I have the metaphorical blisters to prove it . I have cried your tears and felt your pain , and now I'm here to support you in the way I wish someone would have been there to support me .

Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos , to celebrate those small yet significant victories that only a special educator can understand . So are you ready ?

Wipe your tears and put on your superhero cape , because together we are going to learn how to survive and thrive in the ever crazy , completely overwhelming laugh , so you don't cry . Profession of being a special education teacher .

All right , I want to start off today with some vocabulary support because , let's be honest , the terminology surrounding ESL can be a little confusing and , to make things even trickier , the terms can vary from state to state and from district to district . So let's break it down . Esl stands for English as a Second Language .

This refers to instructional programs designed to help students who are not native English speakers develop their English language skills . It is a structured approach to learning English while continuing to access academic content . Ell stands for English Language Learner . This refers to the students who are learning English .

Esl describes the program , while E-L-L describes the students receiving the support from the program . Bilingual education I don't know if they use the acronym B-E or not , but bilingual education is an instructional approach where students are taught in both their native language and in English at the same time , with the goal of developing proficiency in both languages .

Nes stands for non-English speaker , les stands for limited English speaker and LEP stands for limited English proficient . These terms have been used in the past to describe students who are still developing their English proficiency , but many educators now prefer to use ELL or multilingual learner , mll , instead , because the word limited can carry a negative connotation .

Remember , every state , and even school districts within that state , use different terminology , and your building might use different terminology than I just mentioned , but the important thing is that we understand what these terms mean so we can effectively support our students .

So now that we have that foundation , let's discuss some of the biggest misconceptions about English language learners and what we , as special educators , need to know about English language learners and what we , as special educators , need to know . No-transcript . That's wrong .

Learning a new language is incredibly complex , and academic English , especially in subjects like science and math , is even harder . Students aren't struggling because they're not trying . They're navigating a whole new linguistic system while also keeping up with grade-level content .

Myth number two is that ELL students should just speak English all the time to learn it faster . Actually , research shows that maintaining a student's native language can support English development . When students have a strong foundation in their first language , they can transfer those skills to English more easily .

Encouraging them to completely abandon their home language can actually slow down their learning . And myth number three if a student has been in the US for a few years , they should be fluent by now . Language learning takes time .

It can take one to two years for students to develop basic conversational skills , but it can take five to seven years to master academic language . So just because a student seems fluent socially doesn't mean they are ready to tackle complex academic content without support . So how do ESL and special education overlap ?

Well , this is where things get tricky for those of us who work within the field of special education . How do we know if a student's challenges are due to language acquisition or a true learning disability ? If a student struggles only in English but performs well in their native language , it's likely a language barrier , not a disability .

However , if difficulties exist in both languages , there may be an underlying learning need and this is why it's necessary to test the child in both languages . However , standardized tests aren't always the best indicator because they are often normed for native English speakers . Aren't always the best indicator because they are often normed for native English speakers .

It's crucial to look at multiple data points , observe the student over time and collaborate with the ESL teacher . Esl students are sometimes over-identified for special education because their language struggles are mistaken for disabilities , but on the flip side , they can also be under-identified because teachers assume that they just need some more time to learn English .

So we have to be very careful and very intentional in making these decisions and use multiple means of assessing a student's true ability . The next thing I want to talk with you about are the stages of language acquisition . To better understand where our students are and how to support them . Let's look at the five stages of language acquisition .

The first stage is called pre-production . This is the silent period . Students may not speak much , but they are absorbing language . Support them with gestures , pictures and pointing to words instead of expecting verbal responses . Stage two is called early production . This is where they start using one or two word phrases .

You should encourage their participation with yes , no questions and lots of visuals to help them build confidence . Stage three is called speech emergence . This is where they begin forming short sentences . This is a great time to introduce those sentence starters and word banks to help them expand their responses . Stage four is called intermediate fluency .

These students can form more complex sentences and express thoughts , but they still need that academic vocabulary support and you should encourage writing and speaking in full sentences . And the last stage is called advanced fluency . They sound fluent in conversation , but they may still struggle with academic writing . And the last stage is called advanced fluency .

They sound fluent in conversation , but they may still struggle with academic writing and subject-specific vocabulary . Continue offering support and comprehension in writing assignments no-transcript . So you might be wondering well , what's the difference between the role of an ESL teacher and the role of the special education teacher ?

Well , somewhere along the way throughout my career , I came to wrongly believe that , once a student qualified for special education , that the instruction and the support from the special education teacher would replace any support that they were getting from an ESL teacher . That's not how it works , nor is it what's best for the student .

Students who receive both ESL and special education services have two distinct sets of needs one related to language acquisition and the other related to a disability . These services should complement each other , not replace each other or compete with each other . So who does what ? Well , this is where teamwork is everything .

Esl teachers should focus on language acquisition , helping students build their English vocabulary , develop grammar skills and improve their ability to communicate in both social and academic settings , and special education teachers should focus on individualized instruction , accommodations and modifications that address a student's disability and help them access the curriculum in ways

that meet their learning needs . So how can we work together ? Well , the first way is sharing strategies . Esl teachers have expertise in language development , while special education teachers understand individualized supports and accommodations , so sharing these insights ensures that students receive both effective language instruction and the right learning supports .

The next way is to co-plan when possible . If a student is receiving both ESL and special education services , communication is essential to ensure supports are aligned and not conflicting . Keeping each other in the loop helps prevent unnecessary repetition or gaps in services . And if there's not enough time in the day for that student to receive both services .

That's even more of a reason that you need to be co-planning . Where one of you can give support to the other , you can also use shared resources . Many tools that work well for ESL students also benefit special education students . Things like graphic organizers , visuals , sentence frames and scaffolding instruction help all learners make content more accessible .

At the end of the day , collaboration is the key to ensuring these students don't fall through the cracks . When ESL and special education teachers work together , we can create a stronger , more supportive learning environment for our students who need it most . So that's a wrap on today's episode .

We covered a lot , but the biggest takeaway that I want you to get today is that supporting English language learners is not a one-person job . As special educators , we play a crucial role in ensuring that our students receive the right accommodations and supports , but we don't have to do it alone .

Partnering with an ESL teacher , using those shared strategies and understanding the stages of language acquisition can make a huge difference in our students' success . Next week , I want to discuss with you some specific instructional strategies that work for ESL students who receive special education services .

So be sure to subscribe so you don't miss it , and I'll see you next week .