Diagnosing learning disabilities in English language learners

Learning Problems vs Language Problems

The objective of this study is to examine how learning problems and language problems are related. Specifically considered will be the fact that when students who are learning English as their second language and who are experiencing academic or behavioral difficulties that the teacher and the school's problem-solving teams must examine whether these problems are related to learning a new language or whether the problems may be due to cognitive delays or developmental delay or disability.

The work of Fisher ( nd) entitled "Assessing English Language Learners for a Learning Disability or Language Issue" states that English language learners all "with learning disabilities...too often...fall through the cracks." (p.13) The reason stated for this is that these learners are often considered to be "slow English learners, or they may be in a school district that does not have enough resources to test them in their L1 for learning disabilities." (Fisher, nd, p. 13)

I. Reasons for Misdiagnosis

There are reported to be multiple reasons that English language learners are diagnosed with a learning disability and the first stated reason and the primary reason for misdiagnosis is that of "the issue of how to correctly diagnose an ELL." (Fisher, nd, p. 14) It is reported in the work of Fisher that the work of Geva (2000) made the observation that "too often ELLs were placed in special education classes on the basis of 'socioeconomic, linguistic and cultural factors rather than the psychoeducational factors." (p.14 cited in Fisher, nd, p. 14)

In addition, it is stated that the professionals "who were sued to dealing with and treating students in their L1 (English) were not trained or prepared for these different learners who had English as their L2" and that this "misinterpretation of the data that was collected to determine whether or not a student had a learning disability." (Geva, 2000, cited in Fisher, nd, p.14)

Moreover, study findings show that when a teacher makes a referral of an unprompted nature that the referral when based only on the teacher's personal observations were found to be less than accurate than when the English Language Learner was tested for some type of learning disability. The intuition of the teacher should not be held as completely viable. Assessing language learner's proficiency has been found to be a faulty method in testing for learning disabilities.

Teachers have also held the misconception that testing should not occur until the English Language Learner develops proficiency in the English language but it can take up to seven years for the English Language Learner to develop language proficiency and by this time the students has lost meaningful education time. Another mistake made by teachers is the belief that there should be an identifiable gap in what the English Language Learner has learned and what they are expected to have learned in a given time period. Finally, it is important to understand that hearing and vision problems may impact the progress of the English Language Learner.

III. Determination of Language Disorder and Language Aquisition

There are common factors that assist the educator in determining whether there is a language disorder or whether language acquisition is occurring. The following examples demonstrate clearly the difference in the two.

(1) Language Disorder -- this is characterized by limited vocabulary skills and errors. The students' "pronunciation, grammar and comprehension interfere with communication in their first langauge (L1) compared to peers from the same language group." (Council for Learning Disabilities, 2014, p. 1) Delay in English skills when compared to their peers from the same L1 group who have been ESLs for the same period of time. (Council for Learning disabilities, 2014, paraphrased) Communication is reported as impaired in the areas of family member interaction and with others speaking the L1. Language skills are reported to be "limited inappropriate or confused in content, form, or use." (Council for Learning Disabilities, 2014, p. 1) English assessments when conducted will not be able to determine the difference in language disorder or language acquisition. (Council for Learning Disabilities, 2014, paraphrased)

(2) Language Acquisition - ESLs who are acquiring English Language skills are reported to have a "vocabulary, pronunciation, grammar and comprehension to be less developed than their peers who speak only English." (Council for Learning Disabilities, 2014, p. 1) ESL's who are making acquisition of English language skills will "acquire English in a predictable developmental sequence similar to younger children who are beginning to learn English." (Council for Learning Disabilities, 2014, p. 1) ESLs who are making acquisition of English language skills may change back and forth between English and L1 and finally the assessment results that are done in English will not be likely to reflect the true abilities and skills of the ESL in the majority of domains. (Council for Learning Disabilities, 2014, paraphrased)

It is reported in the work of the Learning Disabilities Association of Ontario that learning disabilities may not be readily diagnosed in the earlier school years however it is stated that diagnosis that is accurate in the area of learning disabilities "is necessary in order to distinguish this disorder from other potential causes of the presenting symptoms or problems." (2015, p.1) Additionally stated by the Learning Disabilities Association of Ontario is that extreme caution should be utilized when assessing individual learning through use of a second langauge assessment.

Findings and Conclusion

Assessment of Cognitive delays or learning delays or disabilities in the students second language when they are an ESL student is not advisable and not effective in determining whether the students has cognitive delays or learning delays or disabilities. Problems with language acquisition may mask cognitive delay or learning delays or disabilities or may result in a misdiagnosis of the learner. It takes approximately seven years for a ESL learner to become proficient in the use of the English language and this means that many times the ESL with cognitive delay or learning delay or disabilities may slip through the cracks. However, it is important not to use socioeconomic or cultural factors in determining disabilities for ESL students. Teachers and educators must be very careful when making an assessment of a cognitive delay or learning disability or delay with the English language learner student but at the same time should not take for granted that langauge acquisition problems are simply problems with langauge learning as the problem may indicate larger problems that need to be addressed in special education classes to assist the student in moving forward with their education.