Determining if an EAL learner has Additional Support Needs (ASN) requires careful observation and a systematic approach. The key distinction is whether the challenges persist even after providing appropriate EAL support and across tasks that do not rely on English proficiency.
Signs that a struggle may be due to an underlying learning difficulty rather than just a language barrier include:
- Difficulties persist in their first language (L1): A child with ASN will likely show similar struggles with concepts, communication, or specific skills in their home language as well as English.
- Struggling with non-verbal tasks: Observe their performance on tasks that do not require language, such as puzzles, pattern recognition, drawing, or basic mathematical manipulation. Consistent struggles here, even when language is removed, could indicate an ASN.
- Lack of progress despite targeted EAL support: If a student makes little or no progress over time, even after receiving high-quality, targeted EAL teaching strategies and support, this is a strong indicator that additional needs may be present.
- Difficulties across multiple areas: Struggles in various, seemingly unrelated areas—such as fine motor skills, social interaction, and organisation—might point to a broader issue beyond just language.
- Concerns from parents or previous educators: Parents or caregivers can provide invaluable insight into the child’s development in their L1. If they report long-standing concerns about their child’s learning or development in their home country, it warrants investigation.
