Does My Identity Speak English? A Pragmatic Approach to the Social World of an English Language Learner with Language Impairment

The case description provides a comprehensive picture of the complex social and linguistic factors that shape the social identity of an English language learner with the additional challenge of language impairment (LI). These issues were explored over 6 months with Fernando, an 8-year-old, Spanish-speaking male with LI in grade 3. A pragmatic, or practical, approach to problem solving was developed for two purposes: first, to obtain a multifaceted understanding of Fernando’s world at school, and second, to arrive at possible educational/clinical solutions that met a standard of cultural appropriateness and practicality. The patterns found that, contrary to teacher interpretations of Fernando as inattentive, he employed both perseverance and saving face strategies, which appeared to function as practices for preserving his self-esteem in different situations. These patterns led to specific recommendations for collaborative instruction and intervention that would better integrate and support Fernando’s social and bilingual learning needs while also meeting standards of cultural appropriateness and practicality

Writing Development of Spanish-English Bilingual Students With Language Learning Disabilities

This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are sequential bilinguals; that is, oral and written English is acquired as a second language (L2) at school. Within this population, substantial variation exists with regard to individual students’ language and literacy learning experiences. The specific focus here is the writing patterns of ELLs with atypical language development, who often present with multiple complexities in authenticating their language learning profiles in both Spanish and English

Putting Humpty Dumpty Together Again: What\u27s Right With Betsy

Betsy is a telling case of the struggles and victories of a youngster who has grappled with a language learning disability for most of her 17 years. Her story is a fitting way to conclude this volume because she represents how a child with motivation and resilience can confront the educational and interpersonal obstacles she has experienced. Her story, which predates the passage of the No Child Left Behind Act of 2001 and the 1997 Individuals with Disabilities Education Act, is a metaphor for the ongoing debates in theory and practice about the meanings of a learning disability versus a language disability. Her chronicle also illustrates the value of cross-disciplinary cooperation in the service of a child\u27s language and literacy needs and crystallizes the research directions that evidence-based practices might take in melding together different research frames

Between the Vinča and Linearbandkeramik worlds: the diversity of practices and identities in the 54th–53rd centuries cal BC in south-west Hungary and beyond

Szederkény-Kukorica-dűlő is a large settlement in south-east Transdanubia, Hungary, excavated in advance of road construction, which is notable for its combination of pottery styles, variously including Vinča A, Ražište and LBK, and longhouses of a kind otherwise familiar from the LBK world. Formal modelling of its date establishes that the site probably began in the later 54th century cal BC, lasting until the first decades of the 52nd century cal BC. Occupation, featuring longhouses, pits and graves, probably began at the same time on the east and west parts of the settlement, the central part starting a decade or two later; the western part was probably abandoned last. Vinča pottery is predominantly associated with the east and central parts of the site, and Ražište pottery with the west. Formal modelling of the early history and diaspora of longhouses in the LBK world suggests their emergence in the Formative LBK of Transdanubia c. 5500 cal BC and then rapid diaspora in the middle of the 54th century cal BC, associated with the ‘earliest’ (älteste) LBK. The adoption of longhouses at Szederkény thus appears to come a few generations after the start of the diaspora. Rather than explaining the mixture of things, practices and perhaps people at Szederkény by reference to problematic notions such as hybridity, we propose instead a more fluid and varied vocabulary including combination and amalgamation, relationships and performance in the flow of social life, and networks; this makes greater allowance for diversity and interleaving in a context of rapid change