Children and ESLWhen working with children, it is not always so easy, especially when the children do not speak the same language as you. It is even more difficult to see if there is a problem with these students and it is even more difficult to find if there is a language disorder. The articles “Assessing the Language Proficiency of Limited English Speakers: Implications for the Speech-Language Pathologist” by Sol Adler, The Use of an Invented Linguistic Rule in Differentiating Normal and Language Impaired Spanish-Speaking Children” by Celeste A . Roseberry and Phil J. Connel and “Dynamic Assessment: The Model.” Its relevance as a non-biased approach and its application to Latino preschoolers” by Carol S. Lidz and Elizabeth D. Pena, have a common link: the Assessment of Limited English Speaking (LEP) Children to See if there is a speech-language problem. Each article provides a template to use for assessment. Each article expresses the difficulty of evaluating these children. I would like to know why some LEP children go to special education rooms and others do not? Is it because the teacher doesn't understand the child or is too lazy to take care of this child? It seems very reasonable and logical that a child is LEP and performs poorly academically due to the fact that American schools are based on the English language and use English to learn. I can understand the frustration when trying to assess an LEP child. . Personally, before reading these articles, I had not even thought about evaluating LEP for language disorders and I did not know where to start or how to go about it. Each article offers a different approach that is useful. In Alder's article, they assess the auditory and oral language skills of LEP children. What does auditory-oral language proficiency mean? I'm not sure I understand the term. Instead of using a standardized test, this approach uses recorded student samples, which is favorable due to the uselessness of standardized tests for these students. In Roseberry and Connel's article, students with a specific language disorder are told 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 and children perceived as low performing did not do well at all..