Why are non-English Speaking students mistakenly being placed in Assignment

Why are non-English Speaking students mistakenly universe placed in special eduction classes - appellative Exampleciation, most linguists now believe that the greatest contributor to second language acquisition is the social environment and pressures this encompasses. As a result, children will put through language acquisition at varying degrees of proficiency according to family circumstances. Things such as use of language in the home environment, access to television and the internet, and the train of outside classroom speaking practice the students partake in are all factors that contribute to their success in school. Perhaps too much tension has been placed on sequential acquisition of language, viewing it in the same regards as math or science skills, with the result the students second-language deficiencies being mistakenly labeled learning disabilities.Another possible instance is that of the students academic ability being obscured by their language ability. As sociolin guistic studies will attest, there is a connection between grammatical usage and the perception of competence and intelligence. What educators are interpreting as incompetence are in truth higher coordinates of cognitive functioning. For instance, a student may display poor grammatical formulations in an essay, but exhibit exceptional analytic, research, or communicative competence. teachers with an untrained eye for these traits are mistakenly labeling these students as learning disabled, because of their language mishaps, when higher level cognitive functioning is taking place. This is a form of linguistic imperialism that should be resisted in