Rights statement: ttps://www.cambridge.org/core/journals/language-teaching/article/specific-learning-difficulties-in-second-language-learning-and-teaching/33C0B756808AF42FF4F11FA90A736B61 The final, definitive version of this article has been published in the Journal, Language Teaching, 53 (2), pp 129-143 2020, © 2020 Cambridge University Press.
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
| <mark>Journal publication date</mark> | 1/04/2020 |
|---|---|
| <mark>Journal</mark> | Language Teaching |
| Issue number | 2 |
| Volume | 53 |
| Number of pages | 15 |
| Pages (from-to) | 129-143 |
| Publication Status | Published |
| Early online date | 27/02/20 |
| <mark>Original language</mark> | English |
Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.