Language teaching, 2020-04, Vol.53 (2), p.129-143
2020
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Details
- Autor(en) / Beteiligte
- Titel
- Specific learning difficulties in second language learning and teaching
- Ist Teil von
- Language teaching, 2020-04, Vol.53 (2), p.129-143
- Ort / Verlag
- Cambridge: Cambridge University Press
- Erscheinungsjahr
- 2020
- Quelle
- Alma/SFX Local Collection
- Beschreibungen/Notizen
- 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.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0261-4448eISSN: 1475-3049DOI: 10.1017/S0261444819000442Titel-ID: cdi_crossref_primary_10_1017_S0261444819000442
- Format
- –
- Schlagworte
- Children, Dyslexia, Educational Needs, Educational Policy, Higher education, Individual differences, Language acquisition, Learning disabilities, Learning environment, Learning outcomes, Learning Problems, Learning Processes, Literacy Education, Reading Comprehension, Second language instruction, Second language learning, Teaching, Teaching Methods