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Specific learning difficulties in second language learning and teaching

Research output: Contribution to journalJournal articlepeer-review

Published
<mark>Journal publication date</mark>1/04/2020
<mark>Journal</mark>Language Teaching
Issue number2
Volume53
Number of pages15
Pages (from-to)129-143
Publication StatusPublished
Early online date27/02/20
<mark>Original language</mark>English

Abstract

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.

Bibliographic note

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.