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IDENTIFYING A LEARNING DISABILITY IN AN ESL STUDENT

1.0 INTRODUCTION
1.1 The Main Issue and Purpose of the Article
This paper is written by Christina Franz (2013), a public school teacher in
Canada. The main issue that she is expressing in this article is ESL students are often
under-identified for having language deficiency as the teacher mistakes their disability
as their natural progressing learning acquisition (Fielding-Barnsley & Susan, 2002). As
a public school teacher, she recognized that ESL students are frequently being
misdiagnosed as language deficient learner since most teachers often overlook the
students prior education, literacy in native language, time in new country, learning
style, or motivation as all reasons for the students progressing at a slow learning rate
(Cummins, 1991, p. 77). She also states that according to Fielding-Barnsley & Susan
(2002), learning a new language exhibits similarities in behaviour as a student with an
academic disability. Besides, the other reason for this continuum is ESL students are
also frequently labelled as language deficient learners because of the inadequate
testing techniques that are used by professionals. In Canada, most of the current
testing systems tend to be in English and there is a lack of personnel qualified to
assess the English language learners exacerbates the problem of inappropriate
referrals (Oritz et al, 1985). Therefore, the purpose of this article is to clarify how a
teacher can recognize if an ESL student has a learning disability and what problems
can occur from labelling a minority group of students.

2.0 WRITERS INFORMATION IN REGARDS OF THE MAIN ISSUE
2.1 3 Ways to Diagnose Language Deficiency in ESL Students

According to Winnifred Tang (2013), the symptoms of an undiagnosed learning
disability are often misattributed to causes such as poor cultural adjustment, poor
motivation and the failure to speak English in social and family setting. The writer states
that in Canada, the number of ESL students arrived has increases and they are
estimated to form 20-50% of the general student population in urban K-12 systems
across Canada (Roesingh, 1999). Hence, all the teachers are expected to be prepared
to assess if the ESL students they are teaching have language disability so that the
students will receive more proper education that best suit their special needs. As a
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teacher, the writer states that many teachers personally believed that learning disability
cannot be reliably diagnosed until the ESL learners has acquired the full English
language skills.
Nevertheless, Cummins (1991) has a valid argument whereby he has found out
that ESL students can exhibit signs of possessing language deficiency while they are
learning the English language. Research has proven that ESL students could
particularly show symptoms of dyslexia while they are learning vocabulary and writing
words in paragraphs. However, a research has also done that proves ESL status does
not undermine the ability of ESL learners to develop accurate and fluent word
recognition skills, including the ability to decode non-words or unfamiliar words (Geva
& Farnia, 2012). In the year 2000, Geva et al. has investigated the comparisons in
development of word recognition and phonological processing skills between an ESL
student and also the same-aged English native speaker. As a result, Geva at al. has
found out that after a year, both ESL and native speaker students possessed the same
word recognition performance and reading skills, but it differs in their oral language
discourse. This clearly shows that either the student is an ESL or native speaker; both
of them have the same ability in reading and learning skills. Thus, this concludes that
teachers can identify student who are having dyslexia if the student persistently
struggles with word recognition, decoding and vocabulary skill regardless of their
English language skills.
Besides that, Franz has also come up with a way that in order to track ESL
students who are having learning disability, a teacher can also decipher the students
progress in their cognitive development. Cognitive development here includes students
progress in phonological awareness, naming speed of simple items such as digits or
letters and memory are cognitive processes that can signal the existence of a reading
disability in an ESL learner (Geva & Farnia, 2012). A research conducted by Siegal,
Leasux & Rupp (2007) has proven that teachers can assess a students cognitive
process and development in both ESL and monolingual student in their classroom
using the similar method. This is because the study shows both of these groups can
acquire learning skills at the same pace and also they can demonstrate what they have
learned through several assessment activities.
The last method that Franz has came up with in order to diagnose language
disability among ESL learners is by acknowledging whether the students had difficulty
in acquiring their first language as the same difficulties that persist when the students
are learning and acquiring their second language. Research has shown that the
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students reading and writing level in their first language is parallel to their progress in
the second language. Thus, research has suggested that it would be useful if teachers
can assess their ESL students word reading skills in both the home and the school
language and to look for the similarities in performance across the two languages
(Geva &Farnia, 2012).
2.2 Problems with Labelling the Minority Group
According to Salazar & Stephensons (2003), an ESL student has a higher
chance of being classified as having a language deficiency than their English speaking
peers. In Canada, Franz stated that 56% ESL students are diagnosed for having this
special need. This is due to the fact that there is lack of adequate testing available for
ESL students in Canada. The students are usually being tested using IQ tests, that are
produced mainly for the natives or they are being tested by a native English teacher
that does not have a full understanding on the students educational and cultural
background (Lauchlan and Boyle, 2007). Besides, she also states that it is difficult to
diagnose ESL students with disability because the students parents are normally not
proficient in English and they would not be able to help their child during the
assessment nor provide the child with information regarding the diagnosing process.
Moreover, Franz also deem that ESL students are frequently mistreated and not
given a fair testing from the education staff due to the reason of their families low
income status, academic level and also discriminatory bias alleged by the teachers at
their school. The teachers often believe that the ESL students did not received a
proper education during their times in their native countries before they came to
Canada. Furthermore, the teachers always presume that their ESL students prior
knowledge is not up to par with their native students in the classroom hence, it led to
the teachers low expectations on the students to achieve maximum academic
potential. As a result of this wrong labelling, the students are hindered from achieving
full potential in learning and it also has ultimately pull down their self-esteem. All of
these will lead to their mistrusts on the educational system and it also limits their
opportunities to succeed in the current socio-economic system.
3.0 THE WRITERS CONCLUSION
Franz concludes this essay by relating ESL students misdiagnosed with
learning deficiency to the teacher bias and also the inappropriate testing strategies.
She has provides two solution to overcome this problem. The first solution, she
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suggested the teachers need to be aware and educated on their ESL students
educational background, cultural education system and family background for them to
truly understand their strength and weaknesses in learning English. In order to achieve
this, the teaching facilities need to better train the teacher trainees on the variety of
educational system around the globe and also by providing mutual involvement for their
staffs.
For the second solution, Franz suggested the tests for language deficiency that
targeted the ESL learners must be done using dual language approach and a qualified
personnel or translator need to be brought in so that the student can be thoroughly
tested in both languages. This is to ensure that he/she is truly identified as having any
type of language deficiency in acquiring languages.
4.0 THE IMPLICATIONS AND WRITERS POINT OF VIEW
Franz has provides the implications towards the conclusion she has made
which is there might be teachers who could not connect to their ESL students on a
personal level and will ultimately assume that the students possess language disability
without having a deeper thoughts towards the students background. According to
Cummins (1991, p. 77), educators of ESL students often ignore the childs time in the
new country, their literacy in native language and the hardship the child has
experienced in coming and settling in the new land. In addition, due to this ignorance
among the teachers, other external factors such as racism and discrimination will
negatively influence the expectations teachers have for minority students, which
adversely affects their academic achievement (Riley & Ungerleider, 2008, p. 379).
Franz states as a teacher, she found that most teachers believe ESL students do not
have a strong learning background and need educational support in order to reach their
full academic potential. She has shown urges that this mindset needs to change in
order to prevent the students from mistrusting the educational system of the country.
5.0 THE MAIN CONCEPT USED BY WRITER
Franz has particularly used several works of prominent ESL scholars and
previous study done by as Jim Cummins, Ruth Fielding-Barnsley and Susan Murray.
Those studies have reliably proven that her points are valid towards the
misunderstanding in diagnosing language disability in an ESL student.

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6.0 THE WRITERS ASSUMPTIONS
Earlier, Franz has deem that ESL students are always over-identified as having
language deficiency because educators often mistake the students slow progress in
acquiring the English language as them having the disability. However, in the end of
this essay, she stated that there are a few other factors that influence this
misunderstanding which are the teacher bias towards the ESL students, the neoliberal
attitude that has dominates the schools principle foundation of inclusivity and also the
segregation between the ESL and native students in the classroom.
7.0 PERSONAL RESPONSE
7.1 The Significance of This Article
This article can help teachers to understand how to identify learning disability in
an ESL student using the 3 ways provided by Franz. Firstly, teachers have to look for
any symptoms of language deficiency while the students are learning the English
language. Most teachers presume that language disability can only be identified after
the student has acquired the full English language skill but a well-known research done
by Cummins (1991) has proven that the students can exhibit the signs of language
deficiency while they are learning the language. Besides, teachers can also interpret
their students cognitive development by assessing them using several activities
recommended. Lastly, teachers should assess the students word reading skill in both
of their first and second languages in order to look for the similarities in performance
across the two languages. These 3 steps will ultimately help teachers to identify
language deficiency in ESL students in their classroom.
Besides that, this article will also help teachers to become more aware that
majority of the ESL students should be tested using adequate testing that could assist
the teachers to diagnose whether the student is truly suffering from language disability.
This means that the test must be more user-friendly for the ESL students a dual
language test or a test with the assistance from a qualified personnel in order to identify
their problems in learning English.
Lastly, this article also advocates the teacher to become unbiased by the
students ethnic, race or family income. This is due to the fact that a bias teacher will
tend to overlook the students academic potential and will eventually lead the students
to have lack of self-esteem in learning and progressing.
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7.2 The Assertions Regarding the Significance
English as a Second Language (ESL) and English Literacy Development (ELD)
students are estimated to form 20-50% of the general student population in urban K-12
systems across Canada (Roessingh, 1999). This clearly shows that the number of
students in ESL classroom is almost in half of the whole population of students in
Canada. Thus, all the teachers must be well-prepared to assess the students
regardless of their origins in order for them to receive appropriate guidance by the
teachers that best suit their level of understanding the English language especially in
this case the language deficient learners.
7.3 The Examples Based on My Own Experience
I have an experience for 3 months doing my practicum in SMK Dato Onn, Jalan
San Peng, Kuala Lumpur. Majority of the students there are considered in the group of
low and intermediate proficiency in English. In the classes that I have taught, I
considered all of my students as ESL learners. None of them are native speaker of
English and most of the time; they will communicate with me in Manglish. I personally
did not feel biased with the students since all of them were more or less coming from
the same background and I personally do not have any racial issue with any of them. I
have taught intermediate and very low proficiency students and I figured that most of
my students who were low-proficient were reluctant to utter even a word in English. I
never thought of them having language deficiency accept this one boy in Form 4 P4
(the last class). After I have a small discussion with the form teacher, I was told that the
boy is probably suffering from Attention Deficit Hyperactive Disorder (ADHD).
As what I had observed, this boy has lack of focus in class, being very
overactive, cannot control his behaviour and having all sorts of symptoms that exhibit a
person suffering from ADHD. He is not good in both languages (English and Malay)
since he always stuttered and hesitated whenever he tried to say something. One time,
he went out of the class and went to the canteen without even asking for my
permission. When he got back, I reprimanded him not to do that again but he said that
his cat at the canteen was hungry and it was time to feed it. I was left speechless and
his lack of focus and misbehave were excused with so many irrational stories that were
doubtfully true. I did try my best not to segregate him in class but since he kept on
disturbing his classmates, I had to send him to the disciplinary room. Shockingly, even
the disciplinary teacher had stopped bothering about his mischief since they considered
him as one of the special need students.
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I had asked him questions about his parents and siblings but the stories about
them kept on changing. Today he told me his father is a policeman but tomorrow he
said that his father died in an accident. Eventually, I gave up on that class because of
certain reasons I could not avoid and I was asked to teach another intermediate class. I
have tried my level best to teach that class, but because I did not receive any training
on how to handle language deficient learners, I was blank when the reality hit me. I felt
I did not have much problem to identify ADHD students, but to handle them really had
challenged my credibility as a teacher.
8.0 CONCLUSION
As a conclusion, it is very important for teachers to understand their students
needs regardless of their race and origins. This article mostly highlighted the ESL
students in the English Speaking Countries. It differs from Malaysia which majority of
the students are ESL learners. The challenges that ESL learner from Malaysia faced
might be quite different from the ESL learners in English Speaking Countries such as
England, Canada and America. Nevertheless, this article strictly emphasizes on the
teachers roles in identifying language disability students in their ESL classroom. Thus,
the Ministry of Education should specify this into the curriculum agenda in order to
produce future teachers who are capable in both teaching English and handling
language deficient learners.










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REFERENCES
Cummins, J. (1991). Conversational and academic language proficiency in bilingual
contexts. In J. H. Hulstjin & J. F. Matter (Eds.), Reading in Two Languages (pp.
75-89) Amsterdam: Free University Press
Fielding-Barnsley, Ruth & Murray, Susan (2002) ESL and Specific Reading Disability
Diagnosis and Intervention. Special Education Perspectives, 11(2)
Geva, E., & Farnia, F., (2012). Assessment of reading difficulties in ESL/ ELL learners:
Myths, research evidence, and implication for assessment. Canadian Language
and Literacy Research Network.
Roessingh, H. (1991). Adjct support for high school ESL Learners in Mainstreem
English classes: Ensuring Success. TESL Canada Journal, 17(1), 72-85.