English Language Learning

Federal and state regulations, such as IDEA (Individuals with Disabilities Education Act), as well as the ASHA Code of Ethics, require that Speech-Language Pathologists provide services that are culturally and linguistically appropriate. Speech-Language Pathologists play an important role in distinguishing language disorders from language differences, to avoid false identification of disorders. In order to appropriately evaluate, identify eligibility, and provide services in the areas of speech and/or language, SLPs must understand the natural phenomenon of non-native language acquisition.

The natural process of second-language acquisition includes the following:

• Interference: English Language Learners may make an error in English due to the influence of the structure of their native language. For example, they may make a literal translation from their native language to English.

• •  “For example, in Spanish, ‘esta casa es mas grande’ means ‘this house is bigger.’ However, a literal translation would be ‘this house is more bigger’ (https://www.asha.org/public/speech/development/easl/).”

• Silent Period: ELLs often focus on listening and understanding a new language when they are first exposed to it, which may cause them to remain silent for a period of time. The length of the silent period can range from a few weeks to a year or more and tends to be longer for younger children.

• Code-switching: ELLs may switch between languages over phrases or sentences.

• Language Loss: As an ELL gains skills as they learn English, they may lose fluency and skills in their native language if that language is not reinforced.