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When English Feels Like a Wall


Understanding Language-Specific Learning Difficulties (LSLD) in Students

As a speech-language therapist working in multilingual Singapore, we’ve lost count of the number of parents who come in saying, "My child is doing well in Chinese/Malay/Tamil at home, but English? It’s like nothing sticks."


Now, here’s the thing, this isn’t always a case of a learning disorder, nor is it always about laziness or lack of exposure. What we might be seeing is something we call Language-Specific Learning Difficulties (LSLD), a pattern where a child struggles significantly with English despite having strong skills in their home language. It's not an official diagnostic label, but it’s a very real and often misunderstood challenge.


Let’s unpack this, and more importantly, let’s talk about how it differs from English as an Additional Language (EAL) needs and Language-Based Learning Disabilities (LBLD).


  1. English as an Additional Language (EAL)

    I’ve seen many EAL learners in Singapore. These are children who are simply learning English on top of their first language (L1). That’s a big deal by itself especially when home environments are rich in another language.


    These kids often:

    1. Have age-appropriate skills in their L1

    2. Struggle with English grammar, vocabulary, or idioms

    3. Show steady improvement with proper exposure and good teaching


    It usually takes around 5 to 7 years for them to become academically proficient in English and that’s totally normal. These learners aren’t disordered. They're developing.


  2. Language-Based Learning Disabilities (LBLD)

    This is where things get deeper. With LBLD, the child struggles with language across the board. It doesn’t matter if it's English, Mandarin, or Tamil. The difficulty lies in the cognitive-linguistic processing itself.


    LBLD can show up as:

    1. Weak phonological awareness

    2. Poor working memory

    3. Trouble following spoken or written language


    These students don’t respond well to general teaching. They need structured, evidence-based interventions, and the support has to be consistent and often long-term. Think of programs like Orton-Gillingham or systematic phonics instruction.


  3. Language-Specific Learning Difficulties (LSLD)

    Now this is where things get tricky and where I wish more schools and parents were aware. LSLD refers to children who do really well in their first language but hit a wall with English. It’s not due to lack of effort. It’s not just a “new language” issue either. It's something deeper.


    These kids:

    1. Have strong skills in their home language (spoken or written)

    2. Struggle specifically with English literacy (spelling, decoding, fluency)

    3. Don’t respond to EAL support as expected


    Sometimes, they get mislabelled as just "slow with English." But when you dig in, it’s clear something else is going on something that needs a tailored, often bilingual assessment to understand properly.


    Summary Table: Spot the Differences

Area
L1 Performance
English Development
Response to EAL Support
Error Patterns
Need for Assessment

EAL

Age-appropriate

Steady progress with exposure

Good

Predictable (L1 transfer, grammar)

Not necessarily

LSLD

Strong or above average

Uneven or limited progress; plateaus

Limited – difficulties persist

English-specific; often literacy-related

Yes – if difficulties persist despite good L2 exposure

LBLD

Delayed or impaired

Poor progress even with support

Minimal – needs specialist support

Inconsistent, across all languages

Yes – early and comprehensive needed


So what should Teachers and Parents Do?


For EAL learners:

  • Keep providing rich English input

  • Scaffold instructions

  • Monitor progress over time


For suspected LSLD cases:

  • Compare performance in L1 vs English

  • Look into literacy and processing challenges

  • Don’t assume more English practice will fix it


For LBLD:

  • Seek a full psychoeducational or speech-language assessment early

  • Start structured intervention without delay


Final Thoughts

Sometimes, a child isn’t just slow to learn English. Sometimes, there’s a deeper pattern that deserves attention and compassion.


If your student or child has been stuck in the EAL bucket for too long without real improvement, it’s time to ask:

Is this truly about learning a second language? Or is the second language revealing something more?

Reach out. Ask questions. We’re here to help you untangle the puzzle because every child deserves to be understood in every language they use.


Call/WhatsApp: +65 9115 8895



Let’s start there.

Written by the Speech Therapy Team at Total Communication Therapy Pte Ltd.



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