The Role of Language in the Diagnostics of Math Learning Disorder in a Multilingual Education Context

The diagnostics of specific learning disorder in mathematics includes a thorough assessment of individual strengths and weaknesses to enable children to receive tailored support. In general, diagnostic tests use a specific language to give instructions and present tasks and thus, test language proficiency may influence children’s test performance. This is especially challenging in multilingual countries, such as Luxembourg, where many students do not speak the language of math instruction at home. Currently used tests mostly do not consider linguistic heterogeneity, which hence requires a differentiation between difficulties arising from low language skills and problems resulting from an underlying learning disorder. To optimize the diagnostic process, we have developed a standardized test battery in mathematics for third-grade children, tailored to a multilingual education context. Based on diagnostic guidelines and neurocognitive models of number processing, we devised a series of subtests assessing basic numerical and arithmetic skills, and collected normative data in schools from all over Luxembourg (N = 696). Special emphasis was put on the language aspect during test development and data analysis. A few subtests revealed significant effects of language background on performance, which can be generally controlled for by taking test language proficiency into account. These results highlight the importance of considering language background in the diagnostic process with separate reference norms, to provide a fairer diagnosis and adequate support to children experiencing persistent math difficulties.