VIDBE-Q Volume 68 Issue 1
concepts used in academic contexts, sometimes referred to as academic
vocabulary.
Profiles of English language learners may vary. Proficiency in one's primary
language may affect English language development. Some students may be dual
language learners at home and be simultaneously developing vocabulary in two or
more languages. Other students may have a dominant primary language and begin
learning English at school. Students also may be able to converse in two or more
languages, but not be able to read in either language. Yet other students may have
had formal literacy education in a primary language, conversationally fluent in
English, but struggling to read in English. Teachers who recognize a student's
current language and literacy skillset as an asset can build upon the student's
knowledge. Furthermore, teachers who draw upon students' cultural backgrounds
and integrate their personal experiences may provide connections to language and
literacy tasks, building deeper understanding.
English Learners and Visual Impairment and Blindness
English learners who are visually impaired have equally diverse profiles as
students who are sighted. Considerations should be given to the stages of English
language development and the impact of a visual impairment. Students who are
beginning to learn English may take longer to process conversations. Sometimes,
students translate the conversation into their primary language prior to responding.
