Abstract
ABSTRACTThis article 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 (L2) contexts. Starting with a definition of the concepts of disability and SLDs, it next discusses the interaction of cognitive factors with first language (L1) and L2 literacy development and L2 learning. Also outlined are possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of L2 skills of young learners with learning difficulties is given in the last part of the article.
Highlights
In many contexts, communication skills in an additional language are just as essential as literacy and numeracy skills
Individual differences that impact on second language (L2) development have been widely researched within the field of second language acquisition, but until recently, the language learning processes of students with additional needs have received little attention
I will discuss how cognitive factors interact with L1 and L2 literacy development and L2 learning, as well as the possible ways in which Specific learning difficulties (SLDs) can be identified in different L2 learning contexts
Summary
Communication skills in an additional language are just as essential as literacy and numeracy skills. Accumulating evidence seems to suggest that children with SLDs tend to experience difficulties in learning additional languages in instructed classroom and immersion contexts and in developing L2 literacy skills in English as a second language (ESL) contexts (see the discussion below).
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