Avoidance Behaviour: The student frequently asks to leave the room, visits the nurse, or uses excuses to avoid specific tasks like reading aloud or group work.

Heightened Anxiety: The student may display signs of stress when speaking or participating, such as shaking, sweating, or a raised voice when asked to perform language-based tasks.

Lack of Confidence: They may openly express self-doubt, stating they "can’t do it" or "aren’t good at this," especially in language-heavy subjects.

Inconsistent Behaviour: Sometimes the student may appear engaged and focused, while at other times they may withdraw, showing fluctuating levels of emotional stability.

Impact on Peer Interactions: The student might avoid speaking with peers or participating in group activities, leading to social isolation or strained relationships.

Difficulty with Specific Language Tasks: Notice if the student consistently struggles with reading, writing, speaking, or listening tasks in the classroom.

Frequent Errors: Patterns of making the same type of errors (e.g., mispronunciation, misuse of vocabulary, trouble with comprehension) despite practice and instruction.

Slow Progress: Lack of improvement despite additional support or targeted interventions over a significant period.

Inconsistent Performance: The student performs well in non-language-based tasks (like math or art) but struggles in language-heavy subjects (such as reading comprehension or essay writing).

Primary Language Spoken at Home: Determine whether the student primarily speaks a language other than the language of instruction at home. This is a key factor in distinguishing between a language need and a learning disability.

Exposure to English (or Language of Instruction): Consider how long the student has been exposed to the language of instruction. Are they recent arrivals in an English-speaking environment, or have they been in a bilingual setting since a young age?

Cultural Background: Understand whether the student comes from a culture with differing educational practices or expectations, which could affect their learning style or pace.

Learning Disabilities: Check if there is any family history of learning disabilities or speech/language disorders. This can help assess whether the issue is hereditary or a result of environmental factors.

Parental Involvement: Understand how engaged the parents are in supporting the student's education, and whether there are language barriers at home that might affect parental support for language learning.

Previous Schooling: Investigate whether the student has had interruptions in schooling or whether they have been consistently in an academic environment.

Past Performance: Collect previous academic records to identify any patterns of struggle, especially in language-based subjects.

Test in Both L1 and L2: Administer assessments in both the student’s first language (L1) and second language (L2) to determine if difficulties are present in both languages or just the second language.

Language Comprehension: Evaluate the student’s ability to understand spoken and written language in both L1 and L2.

Language Production: Assess the student’s ability to express themselves verbally and in writing in both languages.

Developmental Expectations: Compare the student’s language development with peers who have had similar language exposure (in both L1 and L2). This can help in differentiating whether the issue is due to limited exposure or an underlying learning disability.

Slow but Steady Progress: The student may show slow progress in acquiring the new language but is improving over time with consistent instruction and exposure.

Errors Consistent with Language Learning: The student may make predictable mistakes, such as using incorrect verb tenses or struggling with word order, that are typical for language learners.

Improvement with Practice: The student improves noticeably when given more opportunities to practice the second language, such as in structured lessons or social interactions.

Struggles Primarily in L2: The student performs well in their first language (L1) and exhibits typical cognitive abilities, but struggles mainly in L2 tasks.

Persistent Struggles Across Languages: The student struggles in both L1 and L2, showing consistent difficulties with language processing or comprehension in both their native and second language.

Specific Areas of Difficulty: The student may have specific, persistent challenges in reading (e.g., decoding, dyslexia), writing (e.g., dysgraphia), or oral comprehension, even with targeted language support.

Inconsistent Progress: Despite targeted interventions, the student shows little to no improvement, suggesting an underlying issue beyond language acquisition.

Formal Assessments: Use standardized tests that measure cognitive abilities, reading fluency, and comprehension to assess whether the student has a specific learning disability.

Consult Specialists: Work with school psychologists, special education teachers, and other specialists to evaluate whether a learning disability is present.

Engage with Experts: Collaborate with ESL (English as a Second Language) teachers, special education staff, school psychologists, and other relevant specialists to interpret the findings and develop appropriate interventions.

Coordinate Classroom Strategies: Ensure that classroom accommodations, such as extra language support or modified instruction, are aligned with the student’s needs. Specialists can offer insights into which strategies will be most effective.

Discuss Findings: Meet with the student’s parents to share the results of your observations and assessments. Explain whether the findings suggest a language need or a learning disability, and offer resources to help them understand the difference.

Collaborate on Home Support: Parents play a key role in reinforcing learning at home. Offer them strategies for supporting their child’s language development or learning needs outside of school, such as reading with the child, practicing vocabulary, or using language-learning tools.

Maintain Open Communication: Keep parents informed about their child’s progress, regularly update them on any adjustments to the intervention plan, and encourage them to share observations from home.

For Language Needs: If the student’s challenges are related to language acquisition, design a plan that includes regular ESL sessions, extra language practice, and structured classroom activities to enhance language development.

For Learning Disabilities: If a learning disability is identified, develop an individualized education plan (IEP) that includes accommodations such as extra time on tests, access to assistive technology, or modified classroom expectations.