TY - JOUR

T1 - Specific learning differences in learning, teaching, and assessing additional languages

AU - Kormos, Judit

AU - Indrarathne, Bimali

PY - 2025/7/28

Y1 - 2025/7/28

N2 - The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we first offer a short discussion of different views of disability and inclusion and a succinct summary of the definitions of SpLDs. We then summarize recent research developments in five main areas: (1) the impact of SpLDs on L2 learning and achievement, (2) the identification of SpLDs in multilingual contexts, (3) teaching techniques and programmes in supporting language learners with SpLDs, (4) assessing the second language competence of test-takers with SpLDs, and (5) raising language teachers’ awareness and knowledge of SpLDs. In our conclusion, we highlight the implications of recent scholarship in this field for language teaching and testing, teacher education, and suggest further research directions.

AB - The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we first offer a short discussion of different views of disability and inclusion and a succinct summary of the definitions of SpLDs. We then summarize recent research developments in five main areas: (1) the impact of SpLDs on L2 learning and achievement, (2) the identification of SpLDs in multilingual contexts, (3) teaching techniques and programmes in supporting language learners with SpLDs, (4) assessing the second language competence of test-takers with SpLDs, and (5) raising language teachers’ awareness and knowledge of SpLDs. In our conclusion, we highlight the implications of recent scholarship in this field for language teaching and testing, teacher education, and suggest further research directions.

KW - language teaching pedagogy

KW - second language learning

KW - teacher education

KW - second language assessment

KW - specific learning differences

U2 - 10.1017/s0261444825100803

DO - 10.1017/s0261444825100803

M3 - Review article

SP - 1

EP - 25

JO - Language Teaching

JF - Language Teaching

SN - 0261-4448

ER -