Deaf ESL Students - Gallaudet University

OQ & A
ESL: What? For Whom? How?
By Barbara Gerner de Garcia
What is English as a second language?
English as a second language (ESL),
also referred to as English for speakers
of other languages (ESOL), is a term
widely used in the United States and in
other countries to refer to instruction
in English for children and adults who
use a first language (sometimes more
than one) other than English.
ESL/ESOL instruction is a large and
growing profession supported by a
body of research, academic teacher
preparation programs, professional
organizations, journals, and specialized
textbooks for students of all ages.
Don’t all deaf students need ESL
instruction?
While it is true that the majority of
deaf and hard of hearing students have
difficulty with English, immigrant deaf
students and some deaf students from
linguistically and culturally diverse
homes often need additional specialized
instruction. Immigrant deaf children
and children from homes where
a language other than English is used
usually enter U.S. schools without the
exposure to and experience with
English in a variety of contexts that
their deaf peers have had. More importantly,
they enter schools without exposure
to the culture in which English is
used.
How does a school determine
which students need ESL
instruction?
The Individuals with Disabilities
Education Act (IDEA) requires that
assessments be done on students in the
most appropriate language when they
enter school. Determining the appro-
priate language in which to assess a
deaf or hard of hearing student may
not be straightforward. The first step is
determining the home language, what
language the child first learned, what
language the child first used, and what
language the parents use with their
child. A Home Language Survey, in
written or spoken form, should be
given to the parents to determine if a
student comes from a home or background
where a language other than
English is used. This information
should be part of the student’s records
and must be taken into consideration
when assessment is planned and carried
out. These students may or may not
have literacy skills in a language other
than English, and students who are
hard of hearing may have oral language
skills in a language other than English.
If these students’ abilities in English are
limited (compared with their deaf
peers), or they lack knowledge of U.S.
culture to the extent that they have difficulties
learning in classes with their
peers (either deaf or hearing), students
should receive specialized instruction.
This instruction may include ESL,
instruction in a language other than
English, cross-cultural training, and/or
modified content instruction.
What does federal law require
schools to provide?
Federal law requires that children who
are limited English proficient (LEP) be
provided special services. Federal definitions
of LEP students are found in
Title VII (Public Law 103-382) and
include: students who were not born in
the United States, students whose
native language is a language other
than English, and students who come
from an environment where a language
other than English has had a significant
impact. This definition includes
Native American, Alaskan native, and
some migratory students. It precludes
deaf children of deaf parents, perhaps
because these children are not disadvantaged
educationally compared to
other deaf children. Each state (and
sometimes school districts within states)
determines how LEP students will be
served, the qualifications for ESL teachers,
and how much service (per
day/per week) each child will receive.
The federal government requires that
LEP students be served appropriately
but does not define what this means. In
much the same way, it mandates special
education when necessary without
delineating what each special education
class should look like.
Should deaf immigrant students
be placed in ESL classes with
interpreters?
Schools and families should not be
forced to choose placements that provide
either ESL services or special education
services for students who are
LEP and deaf. The ideal placement for
a deaf LEP student is often in a classroom
with a teacher trained in ESL
and deaf education. Participation in a
regular ESL class with an interpreter is
not always appropriate because hearing
students often spend a large part
of their time developing listening comprehension
and speaking skills.
What qualifications are required
for ESL teachers?
States determine the requirements for
teachers of ESL students in K-12.
Typical requirements are courses in
54 Spring 2000