Why English Learners Fall Behind Isn’t What You Think
Many English learners are not failing because they have disabilities. They are often being asked to make extraordinary academic progress while learning a new language, adapting to a new system, and building academic vocabulary.
The Impossible Race
Expected growth per school year
Needed growth each year to close the gap
Academic progress needed in 6 calendar years
Before assuming disability, teams need to ask whether the student is showing signs of a true language-learning disability — or responding normally to an extremely difficult instructional context.
Myth or Reality?
Click each card to flip the thinking.
Mixing two languages means the student is confused.
Codeswitching is a normal bilingual behavior and can reflect strong language flexibility.
A quiet English learner is automatically a red flag.
Many students experience a silent period while they listen, observe, and build comprehension.
Using the home language slows down English.
Strong first-language skills can support English development through cross-language transfer.
Students should learn academic English in 1–2 years.
Academic language often takes 5–7 years to develop. Conversational fluency is not the same thing.
What Bilingual Brains Do Differently
Stronger Language Awareness
Bilingual students often develop strong metalinguistic skills — the ability to think about language itself.
Skills Transfer
Reading, phonological awareness, and language skills built in the first language can support English learning.
Cognitive-Linguistic Growth
Bilingualism is not a deficit. It can be cognitively enriching when both languages are supported.
Family Connection
Maintaining the home language supports communication, identity, and connection with family and culture.
The Research-Supported Language Ratio Over Time
The goal is not to erase the home language. The goal is to build English while protecting the foundation students already have.
K–1st
10% English
90% L1
2nd–3rd
30% English
70% L1
4th–5th
60% English
40% L1
6th Grade+
80% English
20% L1
Before any referral, ask:
Is this evidence of a disability — or evidence of a child learning a second language in a challenging educational context?
Language Disorder or Normal Second-Language Development?
Click each card to reveal the answer. Many behaviors that look concerning are actually normal parts of acquiring a second language.
A student says: “This house is more bigger.”
Language disorder or normal language transfer?
Normal ✓
This may be language interference or transfer. The student is applying home-language grammar patterns to English.
A new English learner barely talks at school for weeks.
Red flag or expected stage?
Usually Normal ✓
Many English learners go through a silent period while they focus on listening, comprehension, and safety first.
A bilingual student mixes two languages in one sentence.
Confusion or bilingual skill?
Normal ✓
Codeswitching is common and can be a sophisticated bilingual behavior, not a sign of confusion or disorder.
A child starts losing fluency in their home language.
Normal or something to watch?
Watch For ⚠
This may be subtractive language loss. Supporting the home language while learning English is the stronger goal.