Distinguishing language learning from learning disabilities: EAL/D teacher perspectives

Nicola Hoffman; Sue Ollerhead; Poulomee  Datta

doi:10.21153/tesol2026vol35no1art2338

Authors

Nicola Hoffman Macquarie University https://orcid.org/0009-0009-8049-1471
Sue Ollerhead University of the South Pacific
Poulomee Datta Macquarie University

DOI:

https://doi.org/10.21153/tesol2026vol35no1art2338

Keywords:

EAL, learning disabilities, English (additional language), teacher attitudes, student identification, special education

Abstract

This mixed-methods study investigates the experiences of English as an Additional Language or Dialect (EAL/D) teachers in identifying and supporting students with learning disabilities. Data were collected through an online survey of 19 experienced EAL/D teachers in NSW, Australia, followed by 10 semi-structured interviews. EAL/D teachers reported considerable professional knowledge in distinguishing language acquisition from indicators of learning disability but reported significant systemic barriers when supporting these students. Fifteen of the nineteen participants reported teaching EAL/D students with diagnosed learning disabilities, indicating that contact with this group was common among the EAL/D teachers surveyed. Teachers identified several challenges affecting identification and support, including delayed diagnosis associated with cultural stigma, limited availability of multilingual assessment tools, insufficient enrolment information, and mainstream teachers’ limited understanding of second language development. In doing so, the study contributes to TESOL scholarship by providing empirical evidence from an Australian context of how EAL/D teachers’ specialist knowledge of second language development positions them to differentiate language acquisition from learning disability, an intersection that remains underexamined in applied linguistics research. The study highlights the need for improved professional learning, culturally responsive family engagement, and linguistically appropriate diagnostic tools to support equitable outcomes for EAL/D students.

Author Biographies

Nicola Hoffman, Macquarie University

Nicola Hoffman is a highly experienced EAL/D teacher, postgraduate researcher, and sessional academic at Macquarie University. She is Convenor of the EAL/D teachers group for Independent Schools NSW. Her research examines how institutional practices shape the identification and support of multilingual learners in schools. She is actively involved in teacher education, with interests in equity, language policy, and culturally responsive pedagogy.
Sue Ollerhead, University of the South Pacific

Sue Ollerhead is Associate Professor of Literacy and Language Education at the University of the South Pacific. Her career spans several countries and continents and reflects a sustained commitment to linguistic and social justice in education. Prior to joining the University of the South Pacific, she held senior academic positions at the University of New South Wales and Macquarie University in Australia, where she served as Director of Secondary Education and specialised in language teacher education.
Poulomee Datta, Macquarie University

Dr Poulomee Datta served as a Senior Lecturer in Inclusive Education at Macquarie University, Sydney, concluding tenure in 2026. She has contributed extensively to teacher education, professional learning, and inclusive practice across leading Australian universities, including the University of Adelaide, Australian Catholic University (ACU), and Macquarie University. Her teaching spans inclusive pedagogies, curriculum design, disability studies, and evidence‑based educational practice.