The disproportionate representation of English Language Learners (ELL) to special education is widely attributed to the difficulty in identifying a disability through a language in development. This language acquisition or language disorder question has manifested in paradoxical disproportionality patterns for the ELL population. Some disproportionality research has suggested that ELLs are in aggregate underrepresented in special education (Sullivan & Bal, 2013; Morgan et al., 2015) while some research has suggested large overrepresentation in certain contexts (Klingner & Artiles, 2006; Sullivan, 2011). To date, research has investigated ELLs as a homogenous student population with no attention paid to any sub- demographic variables within the group. Within-group heterogeneity is especially important for this population as cross-linguistic transference theory suggests that language based demographic considerations unique to ELLs may influence the ease, order and duration of English language acquisition potentially influencing ability determination. This secondary analysis of the nationally representative restricted-use NAEP dataset examined the differential risks of ELLs in special education by native language, English language and literacy proficiency, language programming, and grade. Controlling for known covariates of race, socio-economic status, and school context, this dissertation found significant risk to special education placement of ELLs by certain native language groups that were not consistent with cross-linguistic transference effects. Further, English language and literacy proficiency in both receptive and productive domains were found to be associated with special education placement. This study also confirmed that risk to disability placement increases over time for ELLs, and contradicts previous research that suggests higher percentages of ELLs enrolled in ESL programs may be a protective factor for risk to disability. This dissertation indicates that while there are some language-based interactions of ability construction for ELLs, language difference and language distance in themselves are not sufficient to account for amplified risk to disability of certain native language groups. This dissertation concludes with support for intersectional and multiply-determined investigations of language minority and vulnerable students, and adds an applied linguistic account to interdisciplinary representations of equity for the heterogeneous and quickly growing ELL population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]