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    Rights statement: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/effects-of-specific-learning-difficulties-on-processes-of-multilingual-language-development/98361BCFA8E2C8581B18D7FA3FFCAD5D The final, definitive version of this article has been published in the Journal, Annual Review of Applied Linguistics, 37, pp 30-44 2017, © 2017 Cambridge University Press

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The effects of specific learning difficulties on processes of multilingual language development

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>09/2017
<mark>Journal</mark>Annual Review of Applied Linguistics
Volume37
Number of pages15
Pages (from-to)30-44
Publication statusPublished
Early online date15/05/17
Original languageEnglish

Abstract

This paper reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning. The paper also outlines possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of second language skills of young learners with learning difficulties is given in the last part of the paper.

Bibliographic note

https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/effects-of-specific-learning-difficulties-on-processes-of-multilingual-language-development/98361BCFA8E2C8581B18D7FA3FFCAD5D The final, definitive version of this article has been published in the Journal, Annual Review of Applied Linguistics, 37, pp 30-44 2017, © 2017 Cambridge University Press