Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-26T16:41:37.293Z Has data issue: false hasContentIssue false
  • English
  • Français

Specific learning difficulties in second language learning and teaching

Published online by Cambridge University Press:  27 February 2020

Judit Kormos
Judit Kormos*
Affiliation:
Department of Linguistics and English Language, Lancaster University, UK
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

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.

Type
Research Timelines
Information
Language Teaching , Volume 53 , Issue 2 , April 2020 , pp. 129 - 143
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrams, Z. (2008). Alternative second language curricula for learners with disabilities: Two case studies. Modern Language Journal, 92, 414–430.CrossRefGoogle Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.Google Scholar
Bekebrede, J. I., van der Leij, A., & Share, D. L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing: An Interdisciplinary Journal, 22, 133–165.CrossRefGoogle Scholar
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.CrossRefGoogle Scholar
Carroll, J. B., & Sapon, S. M. (1959). The Modern Language Aptitude Test. San Antonio, TX: Psychological Corporation.Google Scholar
Drabble, S. (2013). Support for children with special educational needs (SEN). Santa Monica, CA: RAND Corporation. Online at: www.rand.org/pubs/research_reports/RR180Google Scholar
Frederickson, N., & Cline, T. (2002). Special educational needs, inclusion and diversity: A textbook. Maidenhead, UK: Open University Press.Google Scholar
Geva, E., & Wiener, J. (2014). Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner's guide. New York, NY: Springer.CrossRefGoogle Scholar
Kahn-Horwitz, J. (2015). Organizing the mess in my mind: EFL teachers’ perceptions and knowledge of English orthography. Reading and Writing an Interdisciplinary Journal, 28(5), 611–631.CrossRefGoogle Scholar
Kahn-Horwitz, J. (2016). Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: A longitudinal perspective. Annals of Dyslexia, 66, 147–170.CrossRefGoogle ScholarPubMed
Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a Massive Open Online Learning Course. Teaching and Teacher Education, 68(1), 30–41.CrossRefGoogle Scholar
Kormos, J., & Smith, A.-M. (2012). Teaching languages to students with specific learning differences. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Nijakowska, J. (2014). Dyslexia in the European EFL teacher training context. In Pawlak, M. & Aronin, L. (Eds.), Essential topics in applied linguistics and multilingualism (pp. 129–154). Heidelberg, Germany: Springer.CrossRefGoogle Scholar
Norwich, B. (2009). How compatible is the recognition of dyslexia with inclusive education? In Reid, G. (Ed.), The Routledge companion to dyslexia (pp. 177–193). London, UK: Routledge.Google Scholar
Russak, S. (2016). Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements? International Journal of Inclusive Education, 20(11), 1188–1203.CrossRefGoogle Scholar
Thomas, G., & Loxley, A. (2007). Deconstructing special education. Maidenhead, UK: Open University Press.Google Scholar
Ziegler, J. & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 31, 3–29.CrossRefGoogle Scholar