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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 Journal/Magazine › Journal article › peer-review

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The effects of specific learning difficulties on processes of multilingual language development. / Kormos, Judit.
In: Annual Review of Applied Linguistics, Vol. 37, 09.2017, p. 30-44.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J 2017, 'The effects of specific learning difficulties on processes of multilingual language development', Annual Review of Applied Linguistics, vol. 37, pp. 30-44. https://doi.org/10.1017/S026719051700006X

APA

Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30-44. https://doi.org/10.1017/S026719051700006X

Vancouver

Kormos J. The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics. 2017 Sept;37:30-44. Epub 2017 May 15. doi: 10.1017/S026719051700006X

Author

Kormos, Judit. / The effects of specific learning difficulties on processes of multilingual language development. In: Annual Review of Applied Linguistics. 2017 ; Vol. 37. pp. 30-44.

Bibtex

@article{ec48b52688454dd9a32482050acbc3ee,
title = "The effects of specific learning difficulties on processes of multilingual language development",
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.",
author = "Judit Kormos",
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, {\textcopyright} 2017 Cambridge University Press",
year = "2017",
month = sep,
doi = "10.1017/S026719051700006X",
language = "English",
volume = "37",
pages = "30--44",
journal = "Annual Review of Applied Linguistics",
issn = "0267-1905",
publisher = "Cambridge University Press",

}

RIS

TY - JOUR

T1 - The effects of specific learning difficulties on processes of multilingual language development

AU - Kormos, Judit

N1 - 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

PY - 2017/9

Y1 - 2017/9

N2 - 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.

AB - 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.

U2 - 10.1017/S026719051700006X

DO - 10.1017/S026719051700006X

M3 - Journal article

VL - 37

SP - 30

EP - 44

JO - Annual Review of Applied Linguistics

JF - Annual Review of Applied Linguistics

SN - 0267-1905

ER -