This document discusses considerations for differentiating between language acquisition issues and learning disabilities in English language learners (ELLs). It notes that ELLs are often over-referred to special education due to language barriers being mistaken for disabilities. The document provides recommendations for teachers to consider, including assessing students' first language literacy, allowing adequate time for English acquisition, checking for social/cultural barriers, conducting proper assessments, and ensuring high-quality language instruction strategies are employed before considering a disability. It emphasizes the cognitive challenges of acquiring academic language and recommends seeing all ELLs as having a type of "learning disability" in their second language.