Adult English Language Learners
and Learning Disabilities

Some adult English language learners experience difficulty in making expected progress in English as a second language (ESL) classes, in showing progress on assessment measures, and in sustaining employment. In some cases, this difficulty may be due, in part, to learning disabilities. According to the federal Interagency Committee on Learning Disabilities, learning disabilities are disorders that "create difficulty in acquiring and using skills such as listening, speaking, reading, writing, and reasoning. These disorders can also inhibit mathematical abilities and social interactions" (Brown & Ganzglass, 1998, p. 2). Learning disabilities are generally thought to be caused by a dysfunction in the central nervous system. People who have learning disabilities are considered to possess average or above-average intelligence. Learning disabilities often appear related only to specific skills, rather than affecting skills overall. For example, an individual may have problems processing spoken language but can read, write, and perform math without problems; a person with a reading disability may have difficulty decoding but is able to process well what is heard.

Questions about the Education of Adult English Language Learners with Learning Disabilities

Little is known about how learning disabilities affect adult English language learners. However, with the limited instructional time and resources available in most programs, teachers need to know methods and materials that may help learners who are not making expected progress in class, regardless of whether they have been identified as having learning disabilities. To address these issues, this section discusses the following questions:

• What are the issues involved in identifying English language learners with learning disabilities?
• When and how should adult learners be assessed regarding possible learning disabilities?
• What instructional methods and materials are likely to be effective in assisting learners who may have learning disabilities?
• What do learners say about their instructional needs?

What are the issues involved in identifying English language learners with learning disabilities?

It is thought that the percentage of adults with learning disabilities in adult education classes may exceed the percentage in the population as a whole, with some estimates being as high as 50-80% (National Adult Literacy and Learning Disabilities Center, 1995, 1996). However, there is a general sense in the field that the incidence of learning disabilities in adult ESL programs may be much lower. Unlike native English speakers in adult education programs, many adult English language learners were successful in their previous educational experiences. They are enrolled in programs to learn to speak, read, and write in a new language.