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Updated: Aug 6, 2026
14:43
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
Academic English Language Screeners: Gatekeepers for Multilingual Learners
Jeannette Mancilla-Martinez1, Phoebe J Ahn1, Bhabika Joshi1
1Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN.
Summary
Academic English language screeners can create barriers for multilingual learners. Universal screening and enhanced teacher training are crucial for equitable language support and development for all students.
Area of Science:
- Educational Linguistics
- Language Assessment
- Multilingual Education
Background:
- Current English learner identification practices often exhibit inequities.
- Academic English language screeners can act as gatekeepers, limiting opportunities for multilingual learners.
- There is a need to re-evaluate existing screening systems for fairness and effectiveness.
Purpose of the Study:
- To describe the gatekeeping role of academic English language screeners.
- To highlight inequities in current English learner identification.
- To advocate for universal academic language screening and improved teacher training.
Main Methods:
- This study is primarily a conceptual analysis and advocacy piece.
- It synthesizes existing research on language assessment and multilingual education.
- It draws on principles of equitable educational practices.
Main Results:
- Current screening practices can disadvantage multilingual learners.
- Universal academic language screening offers a more equitable approach.
- Teacher training is vital for supporting academic language development.
Conclusions:
- More equitable and comprehensive identification practices are necessary.
- Strengthened teacher training is essential for supporting all students.
- Reforming screening systems ensures appropriate language support and prevents student disadvantage.
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