2.3 Identify the challenges the bilingual learner may face to access learning

This guide will help you answer 2.3 Identify the challenges the bilingual learner may face to access learning.

Bilingual learners bring valuable skills and perspectives to the classroom. They can use and understand more than one language, which is an asset. At the same time, they may face challenges in accessing learning. These challenges are not the same for every learner and can depend on their level of English, their confidence, their background and the support they receive.

This guide will look in detail at the main difficulties bilingual learners may face in class, during group work, in assessments and in understanding instructions.

Language Proficiency

Language proficiency means how well a person can speak, read, write and understand a language. A bilingual learner might have strong skills in their first language but be developing skills in English. This can make lessons more difficult to follow.

Learners may struggle with:

• Understanding spoken English if the teacher speaks quickly
• Following written instructions in English
• Using subject-specific vocabulary
• Writing at the expected level for their age group

In lessons, instructions are often given verbally and in written form. If the learner cannot fully understand either format, they may miss key information. This can lead to confusion or mistakes in their work. It can also make them less confident about asking questions.

Vocabulary Gaps

Many bilingual learners will know everyday English words but may not be familiar with technical or academic terms. Subjects like science and geography often have specific vocabulary that is not used in daily conversation. Without a clear explanation, a learner may find it hard to grasp these ideas.

Examples include:

• Scientific terms such as “photosynthesis” or “evaporation”
• Mathematical terms like “quotient” or “radius”
• Historical terms such as “monarchy” or “empire”

If vocabulary gaps are not filled, a learner may struggle to understand lesson content, follow discussion or complete assignments accurately.

Grammar Differences

Different languages have different grammar rules. This can cause confusion for bilingual learners who are switching between languages. For example, sentence structure or verb forms may work differently in their first language compared to English.

Problems can include:

• Word order in sentences
• Using tenses correctly
• Applying plural and singular forms
• Understanding articles like “a” and “the”

Learners might translate ideas directly from their first language into English, which can cause errors, especially in writing.

Pronunciation and Accent

Pronunciation affects how a learner is understood when speaking. English has sounds that might not exist in the learner’s first language. If the learner pronounces words differently from standard English, peers or teachers may misunderstand them.

Accent can also affect understanding. In some cases, learners may feel shy about speaking for fear of being mocked or judged. This can stop them from participating fully in class discussions.

Listening Skills

Listening is a core skill in learning. In a busy classroom, noise levels can be high, with background chatter or other distractions. A bilingual learner may need extra time to process what they hear in English. If they are translating in their head, they might miss parts of the conversation.

Listening challenges can mean:

• Missing key points during teacher explanations
• Misunderstanding group instructions
• Difficulty following fast-paced conversations

Good listening skills take time to build in a second language and without them, a learner’s access to learning is reduced.

Cultural Differences

Cultural differences can affect how a bilingual learner understands examples or teaching methods. References to local events, celebrations or history may be unfamiliar to them. Social rules such as body language, tone or classroom behaviour may also vary between cultures.

Examples of cultural challenges:

• Not recognising historical figures discussed in lessons
• Not sharing the same experiences as classmates
• Different attitudes to questioning the teacher or expressing opinions

Without awareness, these differences can make a learner feel separate from their peers or unsure about how to participate.

Confidence and Self-Esteem

Confidence and self-esteem are key to learning. A bilingual learner may feel less confident if they think their English is not good enough. This can make them reluctant to speak out or volunteer answers. They may fear making mistakes in front of peers.

If a learner feels excluded or misunderstood, their self-esteem can drop. Low confidence can limit participation, which in turn slows progress in both language skills and subject knowledge.

Reading Skills

Reading complex texts can be a major challenge. A bilingual learner may find it hard to follow longer passages in English, especially if the text uses figurative language, idioms or unusual sentence structures.

Reading difficulties include:

• Slower reading speed
• Misinterpreting the meaning of sentences
• Struggling to understand idioms like “spill the beans”
• Finding difficult spelling patterns confusing

If reading skills are not supported, the learner can fall behind in subjects that rely heavily on reading, such as history and English literature.

Writing Skills

Writing in a second language is often harder than speaking it. Bilingual learners may have good spoken fluency but find writing slow and frustrating. They must think about vocabulary, grammar and spelling all at once.

Common writing challenges:

• Limited range of sentence structures
• Using informal language in formal writing
• Misspelling words or mixing language rules
• Problems with punctuation

Poor writing skills can affect grades in coursework and exams.

Peer Interactions

Peer relationships are central to learning. Bilingual learners may feel isolated if they struggle to join conversations or understand jokes and slang. Group work relies on clear communication between peers, so language gaps can reduce involvement.

Challenges in peer interaction:

• Not understanding informal speech
• Feeling excluded during group discussions
• Being misunderstood when speaking
• Avoiding social situations through fear of mistakes

Peer support can help, but without it the learner may work alone more often.

Assessment Barriers

Formal assessments often require strong reading and writing skills. Instructions may use complex phrasing, and questions may include unfamiliar vocabulary. Even if the learner knows the subject matter, they might struggle to express it in writing under timed conditions.

Possible barriers in assessment:

• Misreading the question
• Writing answers that do not meet the mark scheme
• Taking longer than allowed to finish the paper
• Feeling stressed under time limits

This can impact grades and limit the learner’s academic progress.

Lack of Bilingual Support

If schools offer little or no bilingual support, learners may find it harder to catch up in English. Support could be in the form of additional language lessons, translation tools or staff who speak the learner’s first language.

Without support:

• Progress in English may be slower
• The learner may miss opportunities to fully engage in lessons
• Teachers may not see the learner’s true ability in the subject

Support helps bridge the gap and allows bilingual learners to show their knowledge.

Different Educational Backgrounds

Some bilingual learners come from education systems with different styles of teaching. They may be used to rote learning, different grading methods, or more informal classroom behaviour. Adjusting to a UK classroom can take time.

Differences might be in:

• How lessons are presented
• How teachers interact with pupils
• Assessment styles and expectations
• Level of independence expected from pupils

Adjusting to new learning styles can be challenging and may slow initial progress.

Emotional Challenges

Learning in a second language can be tiring and stressful. A bilingual learner may feel pressure to succeed, particularly if their family has high expectations. They may also feel they have to represent their cultural background in a positive way.

Emotional challenges could include:

• Stress from trying to match peer performance
• Worry about misunderstanding instructions
• Feeling different or singled out

Stress can affect concentration and memory, and can lead to lower outcomes if not addressed.

Behavioural Misunderstandings

Teachers may misinterpret a bilingual learner’s behaviour. For example, a learner might be quiet because they are processing language, not because they are disinterested. Similarly, cultural differences in behaviour might be seen as rudeness when this is not the case.

Misunderstandings can lead to unfair discipline or strained relationships with staff, which then impacts learning.

Technology Barriers

Some bilingual learners may not have the same access to digital resources outside school. If homework relies on online tools or English-based platforms, they might struggle to understand instructions or navigate these systems.

Technology barriers include:

• Trouble using English-only websites and apps
• Difficulty with text-heavy instructions
• Lack of access to devices or the internet at home

This can make homework completion harder, affecting progress.

Final Thoughts

Bilingual learners can offer a unique and valuable viewpoint in the classroom. They often bring resilience, adaptability and a wealth of cultural knowledge. Yet they can face real and persistent challenges in accessing learning. These challenges can relate to language, culture, confidence, education background, or peer relationships.

Recognising these challenges is the first step. Once identified, teachers and support staff can introduce strategies to make learning accessible. This could include adapting resources, providing extra language support, promoting a positive classroom environment and fostering peer inclusion.

Your role in supporting bilingual learners is important. Patience, clarity and encouragement can help them take confident steps towards full participation in learning. With the right support, the barriers they face can be reduced, and their abilities can shine through across all areas of study.