I hear this phrase a lot.
Many language teachers lament about staying after school to help a “struggling student,” that a student is “struggling” with grammar point X, or that they have a group of “struggling students” in their second year, Spanish 2 class, etc.. When it comes to language acquisition, however, there’s no struggling going on, at all. Bill VanPatten recently had something similar to say on Tea With BVP Live From OFLA (Episode 54).
Unless the student has a disability—not a learning disability, but a communication disability in the native language, which even then might not be an issue because students with severe non-verbal disabilities show signs of understanding language spoken to them—no student should struggle to understand language in our classes.
These students might have behaviour issues that negatively impact our daily routine and flow of comprehensible input, but that has nothing to do with language acquisition itself. We are all capable of understanding and acquiring a second language. Therefore, “struggling” is only in reference to something else, usually related to explicit grammar instruction, or forced language production, and the assessments that leave students excluded.
For most teachers, then, a “struggling student” is just a student whose acquisition rate is slower than the curriculum pace—a pace that also excludes most students. **Newsflash** ALL LEARNERS have an internal syllabus that WILL NOT CHANGE just because your program moves at speed X, or you explicitly teach Y. In fact, your program’s curriculum is designed for only one student’s pace. The sad part is that you might not even have a student who acquires at that particular rate, this particular year in any particular course!