Step 3

Native Language (L1) Proficiency: Is the difficulty present in their first language too?

• Try: Use L1 assessments or family interviews. Struggles in both languages often point to a processing issue rather than a language barrier.

The "Silent Period": A natural stage where learners observe before they are ready to speak.

• Try: Allow non-verbal responses (pointing, drawing) and use Total Physical Response (TPR) to assess comprehension without the pressure of talking.

BICS vs. CALP: The gap between social "playground" English and formal academic language.

• Try: Use graphic organizers and sentence frames. Remember: social fluency does not mean they have the tools for academic success yet.

Trauma and Displacement: Stress from refugee status or frequent moves can look like ADHD or memory gaps.

• Try: Create predictable routines and "calm-down corners" to build safety and trust before pushing for high academic output.

Educational History: Gaps in schooling or different teaching styles can be mistaken for low ability.

• Try: Review previous records and use diagnostic tests to identify "missing" skills versus an actual inability to learn.

Socioeconomic Factors: Lack of resources (food, housing, sleep) often mimics inattention.

• Try: Partner with a school liaison or social worker to ensure basic needs are met before making a referral.

Cultural Dissonance: Different social norms can be misread as behavioral issues.

• Try: Use Culturally Responsive Teaching by incorporating a student’s "Funds of Knowledge" (home-life skills) into your lessons.

Physical Factors: Unidentified vision or hearing issues are often masked by language barriers.

• Try: Conduct physical screenings first. A student may appear "non-responsive" simply because they cannot see the board or hear you clearly.