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Author: Anne Margaret, ELT well

Sometimes our students who have English as an additional language seem to be having more difficulty than expected developing their language, and accessing the rest of the curriculum. Most teachers have become more aware of the signs of dyslexia (and other specific learning differences), but the overlap with the language learning process makes it much more complex to identify EAL learners who also have a SpLD. It can also be difficult to persuade assessors to work with these students, as they often feel that until the learner has enough English to cope with the standardised tests, there is nothing they can do.

However, there are some steps that teachers can take to check whether their gut feelings are correct about learners who seem to be experiencing difficulties. The first step might well be to put in place a systematic observation schedule, so that they and other staff members can keep a record of behavioural and cognitive indicators of dyslexia (or other SpLDs), which are not dependent on language proficiency. This is a simple chart on which the class teacher makes a note of behaviour that has caused some concern, and then records how often those behaviours are seen.

Download your FREE observation chart by clicking on the green button. See other useful resources here: eltwell.com/dyslexia-assessment/spld-assessments-for-multilingual-people for more information.

These behavioural differences could include issues around quick forgetting of information, or forgetting to bring PE kits or other equipment to class. It might be that a child takes a very long time to process instructions and get started on a task, or take longer to complete tasks than is expected. A teacher may notice that physical co-ordination and/or spatial awareness is a problem, perhaps in handwriting, articulation or navigating around the classroom or the school. There may be distinctive and unusual patterns of social interaction that mark the child as different, even from other pupils from the same cultural background.

Once a teacher has made a note of any causes for concern, the chart can be shared with everybody who works with that student, so that they can also contribute their views and experiences of that pupil. This should include lunchtime supervisors, estates and catering staff, who may see the student in a different context, outside the classroom.

After a few weeks, patterns may become clear about where and when these unusual behaviours are exhibited. There may be certain rooms in the school or certain subjects that trigger them, or they may appear across the curriculum and across the school. This would be a great starting point for a conversation with the pupil (and perhaps his/her parents or carers) about how best the school could support his/her learning. It may lead on to further assessment, or it may be that certain elements of the environment or the timetable are causing problems that can easily be resolved. In either case, it is important to reassure the student and the family that the aim is to support, not exclude, and that any personal information that is gathered will be used to inform interventions.

For more information about identifying SpLDs in EAL learners, visit the ELT well website: http://www.ELTwell.com or contact Anne Margaret: ams@ELTwell.co.uk

Further learning - Blog

Created: Mon 9th Oct 2017

While it can be argued that EAL learners have an entitlement to experience a full and varied curriculum through complete class immersion and no withdrawal, some would argue that learners benefit from being withdrawn for time limited support to help them develop their English language in order to assist them in accessing the curriculum (NALDIC, FAQ Podcast, 2017).

If learners are unable to access the lesson content, they can feel frustrated and a sense of failure. Learners need to feel confident and successful.

Minibeast project - boy with magnifying glass
Created: Wed 3rd Jun 2020

As I write this, it is Mental Health Awareness Week 2020 (18-24 May) in the UK, hosted by the Mental Health Foundation, with World Wellbeing Week fast approaching on 22-26 June 2020. During these strange COVID-19 times, my thoughts are turning to the power of nature to lift spirits, lighten moods and provide a positive focus in these long, lockdown days.

Teacher talking about bullying
Created: Tue 15th Nov 2022

When I was teaching early literacy to adults some years ago, I had two teenage students from a refugee background join one of my classes. They were beginner-level English as an Additional language (EAL) learners and both were non-literate. They had been expelled from the local high school for fighting. At the time, there was a national fundraising campaign to support children in troubled parts of the world.