Distinguishing Learning Disabilities from Language- and Education-Related Barriers: A Mixed-Methods Case Analysis of Multilingual Learners
Keywords:
case study, learning disabilities, multilingual learners, language barriers, diagnostic assessment, misdiagnosis, educational equityAbstract
Accurately distinguishing learning disabilities from language- or education-related barriers remains a diagnostic challenge in multilingual learners. Standardized instruments, typically normed on monolingual populations, often lack the linguistic and cultural sensitivity required for valid classification.
This mixed-methods comparative case study examines two older multilingual students (ages 17–19) attending a German vocational school who both exhibit severe literacy difficulties despite several years of schooling in German. While one case reflects a learning disability masked by second-language acquisition, the other illustrates literacy challenges rooted in disrupted schooling and limited first-language development.
Drawing on standardized testing, qualitative interviews, and classroom observations, the study reveals structural limitations in current diagnostic practices—including test bias, norm misalignment, and insufficient contextualization of educational histories. The findings show that similar cognitive baselines can produce divergent literacy trajectories, depending on learners’ linguistic and instructional experiences. Specifically, one case tentatively suggests the possible presence of subtle processing difficulties co-occurring with second-language acquisition demands, while the other indicates that cumulative educational deprivation, rather than intrinsic cognitive impairment, may account for the observed literacy profile.
By contrasting these diagnostic pathways, the study underscores the potential of triangulated, context-sensitive assessment frameworks to improve diagnostic interpretation and educational equity. It argues for integrative models that combine quantitative and qualitative evidence to ensure accurate differentiation and targeted intervention in multilingual learners.
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