Identifying and Supporting Bilingual and Multilingual Children With Language and/or Learning Difficulties: Cross-cultural Insights From Greece, Cyprus and France

The growing number of bilingual and multilingual students with language and literacy disorders (LLDs) across Europe highlights the urgent need for accurate identification within educational settings. This study, conducted as part of an ERASMUS+ KA210 project, investigates the challenges faced by teachers in kindergartens and primary schools when distinguishing between LLDs and language differences stemming from reduced exposure to a second language (L2). Using the Knowledge, Attitudes, and Practices (K.A.P.) framework, we designed a comprehensive questionnaire addressing three key research areas: (1) teachers` ability to differentiate between LLDs and language differences, (2) their knowledge of bi-/multilingualism, LLDs, and available screening tools, and (3) their educational practices for managing bilingual/multilingual students. The questionnaire was distributed online to approximately 230 teachers in Greece, Cyprus, and France. Results revealed that teachers face significant challenges in distinguishing LLDs from language differences. Most are unfamiliar with assessment tools tailored for bilingual/multilingual students and lack adequate training in multilingual education. Additionally, their educational strategies for students with LLDs remain largely monolingual, indicating a gap in adapting to the multilingual realities of their classrooms. While some teachers have received professional development on LLDs, this training is typically limited to monolingual contexts. The insufficient preparation of educators in addressing the needs of bilingual and multilingual students with LLDs has several implications, including hindering these students` academic achievement and socio-emotional well-being. This study highlights the urgent need for specialized professional development and awareness-raising initiatives. Such efforts are essential to equip teachers with the knowledge and tools required for providing inclusive and effective education in multilingual environments. References 1. Andrade, C., Menon, V., Ameen, S., & Kumar Praharaj, S. (2020). Designing and conducting knowledge, attitude, and practice surveys in psychiatry: Practical guidance. Indian Journal of Psychological Medicine, 42(5), 478-481. https://doi.org/10.1177/0253717620946111 2. Buac, M., & Jarzynski, R. (2022). Providing culturally and linguistically responsive language assessment services for multilingual children with developmental language disorder: A scoping review. Current Developmental Disorders Reports, 9(4), 204-212. 3. Freeman, M. R., & Schroeder, S. R. (2022). Assessing language skills in bilingual children: Current trends in research and practice. Journal of Child Science, 12(01), e33-e46.