2/27/2023

Why Emergent Bilinguals Are Both over- and under-identified for Special Education

Emergent Bilinguals (EBs) make up a special and unique population of learners. The term “Emergent Bilingual” refers to a student with knowledge of a language other than English. EBs are also growing in their knowledge of the English language.

A Complicated History of Over- and Under-Identification

The relationship between EBs and special education has been complicated. EBs have historically been over-identified as part of special education populations. More recently, the reverse seems to be true. EBs are now under-identified for special education services in some contexts. There are questions educators can ask to learn more about the needs of students including:

• What is the age of the student?
• What is the student’s history with the English language? (For example, were they exposed at any early age, or are they learning English for the first time?)
• Does the student demonstrate fluency in written expression or reading in a heritage or another language?
• How does the student perform when teachers are using tools like translators? (For example, does the student respond orally or in writing to messages in a heritage language?)

Delving into Literacy Profiles

EBs do not make up a single group. Instead, some students have emerging knowledge, while others are long-term English Learners who have been working across languages for some time. Recognizing the present fluency a student brings in a heritage language is vital to building fluency in English. It is important to note not all EBs are Spanish speakers. The term EB refers to any learner who speaks another language and comes to school to also learn English.

Students who qualify for special education services have a learning disability and are therefore given accommodations, including read-aloud books and extended time to complete assignments. What might be appropriate for a student in special education is not necessarily helpful for an EB.

While EBs can benefit from instruction that links English language learning with their first language, accommodations that are part of special education services are not an appropriate fit for the instructional needs of an EB learner because they don’t have a learning disability.

The Need for Specific and Strategic Work

Why the over-identification and under-identification for EBs in special education? One reason is that further work is to train teachers to recognize the difference between students who are learning a language, and students who have a learning difficulty. Diagnostic scores alone may not always reveal the best way to work with a student. Educators can approach assessment scores with learner profiles in mind so they can recognize that students who are EBs can draw upon their first language as a help, instead of a barrier.

Overlapping Profiles

Still, some students might fit into both categories, working from a language other than English and requiring special education support. In this case, students can benefit from an approach that not only takes into account what they know and are able to do in their heritage language, but also includes strategic work to develop decoding and comprehension skills.

Deciding what kind of learning approach best fits a student’s needs reveals an overarching need for teachers and school leaders to develop knowledge and expertise about the characteristics of EBs and what second language acquisition is and how it is achieved. In addition, knowledge of strong instructional steps for this unique population is also needed. One size does not fit all. School leaders can work thoughtfully to provide resources to help teachers apply their expertise.

Schools are community centers and classroom practices should reflect the diversity present in communities in ways that are both inclusive and meaningful. The work educators do to take into account the strengths readers bring is vital. Considering learner profiles, including cultural identity, literacy development, and potential education needs, can help us tailor our instructional approaches so that learners can grow and succeed.