An investigation into the challenges experienced by EAL/D teachers when trying to identify and support EAL/D students with learning disabilities

This thesis investigates the multifaceted experiences of English as an Additional Language/Dialect (EAL/D) teachers confronted with the dual challenge of teaching EAL/D students who also have learning disabilities. With a mixed-methods approach, integrating both a quantitative survey of 19 and a qualitative interview of 10, the research considers the inherent obstacles experienced by EAL/D teachers. It identifies that a high proportion of the EAL/D teachers, who participated in the study, have a higher-than-expected level of learning support education and experience. Issues of collegial support, teacher staffroom placement, and confidence in EAL/D training are explored, emphasising the impact of professional development on teaching outcomes. The research also highlights a considerable proficiency among teachers in distinguishing learning disabilities from language acquisition challenges, although diagnosis tends to be delayed, potentially due to cultural stigma and inadequate diagnostic tools. These findings underscore the pivotal role of EAL/D teachers in diagnosing learning disabilities, advocating for enriched teacher training, improving student enrolment information, and calls for the development of appropriate multilingual assessment tools. This thesis lays the groundwork for policy recommendations and future research aimed at bolstering support systems for EAL/D students with learning disabilities.