Towards an understanding of English as a second language (ESL) and learning difficulties (LD) in an international school setting

Abstract

This dissertation examined the educational professional literature pertaining to identifying learning difficulties (LD) in students of English as a Second Language (ESL) in the international school (IS) settings. By examining the literature it became evident that educators are offered any number of suggestions for each of these variables in isolation but there is limited evidence at this present time of a knowledge base which combines all three fields of this study – ESL, LD and International School population. What is required is an approach specific to this single combination ESL-LD-IS. This dissertation argues for the development of a longitudinal student portfolio for greater understanding of international school student population. Furthermore, an exploration that includes the practical steps necessary for standardizing such an approach is recommended highly especially given global migratory movements and the increasing linguistic and cultural diversity in all school populations.