Addressing Overrepresentation of English Language Learners in Special Education during the COVID-19 Pandemic

Apr 28 2022

Key Takeaway: In addition to implementing the best interventions for students who are qualified for learning support, providing effective learning strategies needed to avoid the misidentification of English language learners (ELLs) in special education has never been more crucial. Implementing six effective vocabulary acquisition strategies (VAS) within the frameworks of self-regulated and multimedia learning may not only have promising effects on the language acquisition of ELLs but it may also prevent ELLs being falsely identified for special education eligibility. —Michael Ho

Ortogero and Ray (2021) searched, gathered, and analyzed eight research articles to examine the research question: In light of the COVID-19 pandemic, what recent vocabulary acquisition strategies (VAS) are feasible for e-learning and effective in reducing the over-representation of ELLs in special education?

Here are the major takeaways:

This study had some limitations. First, the search methods were only conducted by the first author, and the eight studies reviewed used self-reporting instruments only. In addition, a few studies did not indicate whether all instruments used were in the participant’s first language. Other VAS learning strategies related to the Cognitive Academic Language Proficiency (CALP), such as using open questions, wait time, and code-switching, were also not included.

Experimental studies examining the effects of VAS on English language learners is recommended for further research, in order to address response bias. Comparing the effects of various native languages may explain why certain VAS are more effective than others. Finally, the effects of VAS pre, during, and post COVID-19 could determine the impact the pandemic has had on English language learners.

Summarized Article:

Ortogero, S. P., & Ray, A. B. (2021). Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic. Educational Media International, 1-20.

Summary by: Michael Ho — Michael supports the MARIO Framework because it empowers learners to take full control of their personalized learning journey, ensuring a impactful and meaningful experience

Research author Shawna P. Ortogero, Ph.D., was involved in the final version of this summary.

Additional References:

  1. National Center for Education Statistics. (2018). English language learner (ELL) students enrolled in public elementary and secondary schools, by home language, grade, and selected student characteristics: Selected years, 2008-09 through fall 2016. Institute for Education Sciences.https://nces.ed.gov/programs/digest/d18/tables/dt18_204.27.asp
  2. Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Elsevier Inc. https://doi.org/10.1016/B978-012109890-2/50043-3
  3. Huebeck, E. (2020, June 3). How did COVID-19 change your teaching, for better or worse? See teachers’ responses. Education Week. https://www.edweek.org/ew/articles/2020/06/03/how-did-covid-19-change-your-teaching-for.html
You May Also Like
Emotional experiences of students in PE
While there are many studies out there that examine the general intrinsic motivation for physical a...
The relationship between self-regulation, emotion and grit in students
Identifying the interrelationships between self-regulation, emotion, grit and student performance b...
Self-regulated learning used as a predictor of student behaviour
The purpose of the current study was to identify self-regulated learning profiles among middle scho...