Children and ESLWhen working with children is not always so easy, especially when the children do not speak the same language as you. It is even harder to see if there is a problem with these students and it is even harder to find out if there is a speech disorder. The articles “Evaluating the linguistic competence of limited English speakers: implications for the spoken language specialist” by Sol Adler, The use of an invented linguistic rule in the differentiation of normal and language-impaired Spanish-speaking children” by Celeste A. Roseberry and Phil J. Connell and “Dynamic Evaluation: The Model. Its Relevance as a Nonbiased Approach, and its Application to Latino American Preschool Children” by Carol S. Lidz and Elizabeth D. Pena, have a common link and that is the evaluation of children with limited English language (LEP) to see if there is a speech-language problem. Each article provides a template to use in the evaluation. Each article expresses the difficulty in evaluating these children. I would like to know why some LEP children enter special education classrooms and others do not? Is it because the teacher does not have the understanding of the child or is too lazy to deal with that child? It seems very reasonable and logical that a child is LEP and will get a low academic score due to the fact that American schools are English language based and use English to learn. I can understand the frustration when trying to evaluate an LEP child. Personally, before reading these articles, I had not even thought about evaluating LEP for spoken language disorders and had no idea where to start or how to proceed. Each article provides a different approach that is helpful. In Alder's article, the oral-aural linguistic competence of children with LEP is assessed. What does oral-phonetic linguistic competence mean? I'm not sure I understand the term. Instead of using a standardized test, this approach uses tape-recorded samples of students, which is favorable due to the uselessness of standardized tests for these students. In Roseberry and Connell's article it is stated with students with specific language disorders that there is a clear learning style that is different from that of normal children. Why is this so? Why do they react confidently to imitations and negatively to others? The results of the study showed that children perceived as normal did well, while children perceived as poor did not do well at all...