This article summarizes 4 topics contributed by the author over the last 30 years of "Topics in Language Disorders" that address the issues of immigration, migration, and refugees. The focus is on the historical perspectives on evolution of terminologies from limited English proficient to English language learner and English as a new language.…

The article examines variations in communication of cultural-linguistic minority children at home and in school and describes a communicative match/mismatch model. Implications of educational policy and program development are noted. (CL)

A review of pragmatic structures that are a part of second language learning is intended to provide insights for speech-language pathologists working with bilingual students in the schools. Among topics covered are conversational postulates, presuppositions, and performatives. Suggestions for helping the bilingual language learner are offered. (CL)

The article describes the organization of activities in an elementary classroom of language learning disabled Hispanic children and demonstrates how the use of ethnographic research methods can contribute to understanding the culture of the school. (CL)

An interactional analysis of reading activities of 48 third grade Chicano students with limited English proficiency showed that Ss, on the whole, used language effectively to obtain responses in their reading groups, their requests were directly and clearly stated, interpreted sincerely, and concerned the teaching and learning task. (CL)

Rebuts the monolithic view of language in which languages are discrete entities which clash in bilingual communities by suggesting that immigrant communities tend to develop mixed vernaculars in which children may well achieve fluency in the language of the larger society. Circumstances under which such fluency does not develop are identified.…

The paper addresses theoretical and practical issues in regard to first and second-language learning and language disorders. Information on bilingualism, bilingual education, assessment approaches, and personnel is presented. Among issues examined are simultaneous and sequential learning, code mixing and switching, and contrastive and error…

Appropriate identification/assessment of limited English speaking students requires: (1) the use of both standardized and nonstandardized assessment instruments and techniques, and (2) the use of speech-language pathologists or interpreters who are proficient in the students' native language. (JDD)

Subcultural differences existing among various Chinese immigrant groups are described, through examination of such cultural characteristics as languages, religions, philosophy, and family life. Two case studies reveal the difficulties inherent in conducting educational evaluations of Chinese children with special needs. (JDD)

Intervention planning for limited-English-proficient students calls for an experiential approach which compares and contrasts the students' home culture with mainstream United States culture. Methods are presented for incorporating student culture in intervention activities (building a multicultural calendar, studying folk tales) and for…

Examines the reasons and myths surrounding the Ebonics controversy, which concerns the use of the English dialect spoken by many African-American children in Oakland, California, schools as a strategy for teaching Standard American English. Implications for diagnosing and educating special-education students whose primary dialect is Ebonics are…

A case study of a hearing-impaired 7-year-old Hmong boy illustrates the complex process involved in identifying a limited English speaking child's learning, speech, language, and hearing disabilities. The process requires uncovering past experiences and evaluating environmental and cultural factors. The history and culture of the Hmong people are…

This article presents a framework for understanding cultural variations in beliefs, values, and communication styles and considers the role of culture in relation to children's response to formal education and literacy. Major dimensions of cultural variability discussed include individualism/collectivism and high-context/low-context. (Author/DB)

This article discusses the importance of three contextual variables in ensuring Hispanic individuals' success in learning English: (1) consideration of the impact of majority social context and attitude toward immigrants; (2) the views of the individual's family on the importance of acquiring English; and (3) classroom instructional strategies.…

This study examined the relationship between first and second language oral language proficiency and reading skills in Spanish-English first grade children (n=85). Reading and phonological processing were related both within and across languages. Three factors (a reading factor, an oral proficiency factor, and an implicit phonological factor) were…