ESOL teachers, do these students seem familiar to you?

• Sonya is great at grammar and vocabulary exercises but struggles to use new language in practice.
• Abdul takes lots of notes but has trouble finding information later.
• Ephraim understands a lesson one day but forgets it the next.
• Pedro avoids group projects, claiming he does not understand what to do.
• Elke is good at speaking English but struggles with writing and spelling.

If you have wondered if these students might have a learning disability (LD), the reality is that you may never know. Most adult English learners with LDs do not have a formal diagnosis. There is good news, though! You do not need a formal diagnosis to teach them effectively. Many of the best practices in ESOL teaching are beneficial for learners with LDs.

If you have been teaching ESOL for some time, you are probably familiar with class routines, explicit instruction, scaffolding, differentiated instruction, multi-sensory activities, and "wait time." These practices are also recommended for students with LDs. If you are not already using these practices, consider trying them.

1. Follow the same class routine every day. Being structured and predictable can help reduce your students’ anxiety and enhance their focus. Here are a few things you could try: 

• Keep the same running agenda on the board. 
• Post learning objectives in student-friendly language.
• Always revisit the objectives at the end of the lesson.
• Provide a clean, quiet, and well-lit learning environment.

"Over the years, I've come to see how using steady classroom routines gives my students a way to rest into the activities. As cognitive load is lightened by not needing to worry about instructions, they're more available for learning. Routines also provide a sense of safety and predictability, which benefit students who have experienced trauma as well." - Lisa Gimbel, ESOL teacher,Cambridge Community Adult Learning Center

2. Use explicit instruction. Breaking down lessons into smaller parts and connecting class activities to each other can empower your students to make those connections. Consider adding the following to your teaching:

• Be transparent about how the steps in a lesson lead to objectives.
• Model the target language and give concise instructions.
• Check for understanding before moving on.
• Provide many opportunities for practice.
• Give immediate and specific feedback.

"I've noticed that the difference between an activity going smoothly or being a bust can often rest on how clear I've been in giving instructions — when I am intentional (both in my planning and teaching) about breaking the activity down into manageable steps, writing the steps on the board for students to refer back to, checking for understanding by asking students to teach ME and each other the steps, and pre-teaching and practicing language that students will need in order to work together, things flow a whole lot better and I am setting all students up for success!" - Susan Reade, ESOL teacher at Holyoke Community College 

3. Scaffold instruction. Providing tools and support can help students access and organize new or complex material and participate in class activities. Give the following a try:

• Pre-teach vocabulary before reading or listening activities.
• Provide word walls, sentence stems, and graphic organizers.
• Connect new learning to students' background knowledge.
• Provide background material to fill in gaps.

4. Differentiate and use multi-sensory materials. Engaging students with different learning needs, styles, and difficulties will help them understand, learn, and remember. Here are a few practices you can include:

• Incorporate activities involving touch, sight, and hearing.
• Use audiobooks, videos, and visuals.
• Simplify language but not content.
• Leverage technology for interactive learning.

5. Practice "wait time." Giving learners time to respond allows them to process information and formulate their thoughts and language. Some ways to do this are: 

• Pause after asking a question to give students time to respond.
• Learn to be comfortable with long silences.
• Use the Think-Pair-Share technique.

"In my Literacy class we talked about how everyone needs time to think, and how what's easy for some is hard for others. In the beginning, I say "this is a question for so-and-so" and use gestures to make sure everyone else knew to wait for them to answer. The class got really good at waiting and I think they really understood the concept! So much so that during our morning stretching routine, whenever it was a new student's turn to lead the next stretch, and they struggled to remember a word, the other students would give them plenty of time to try to remember the word (plus encouragement!). Together we developed a culture of waiting for each other and giving time to think." - Jana Pickard-Richardson, ESOL teacher, Cambridge Community Learning Center

6. Know your students. Finding out all your students' learning needs and supporting those who may have LDs will help you teach all your students better. You can learn more by:

• Paying close attention to behavior and performance.
• Talking with students about their past educational experiences.
• Collaborating with support services and specialists.
• Providing assistive technology.
• Staying informed about the latest research on learning disabilities.

By using these strategies, you can create an inclusive environment and address specific learning needs, empowering all your students to achieve language proficiency and educational success.

“These are the best practices that I emphasize when training new teachers. Connecting these practices to undiagnosed learning disabilities stresses the importance of using them so that instruction is organized and delivered in an equitable way.” – Joanne Pinsonnault, ESOL Lead Teacher, UMass Dartmouth Workers’ Education Program

For more information and support, check out the SABES ESOL PD Center’s Resources on Learning Differences, Difficulties, and Disabilities and contact the PD Center to arrange a workshop and/or coaching on Teaching a Second Language to Students With Learning Difficulties.

References:

• Learning Disabilities Association of America. Adults With Learning Disabilities – An Overview. (n.d.). https://ldaamerica.org/info/adults-with-learning-disabilities-an-overview 
• Learning Disabilities Research & Practice. (2005). English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice. 68–78.
• Lightner, J., Tomaswick, L. (2017). Active Learning – Think, Pair, Share. Kent State University Center for Teaching and Learning. https://www.kent.edu/ctl/think-pair-share
• National Center for Family Literacy and Center for Applied Linguistics. (2008). Practitioner Toolkit: Working With Adult English Language Learners, Part 4: ELLs and Learning Disabilities. Louisville, KY, and Washington, DC.