The Second Language Learning Processes of Students with Specific Learning Difficulties
The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA). Thus the book is relevant not only to readers who are particularly interested in the role of specific learning difficulties in learning additional languages, but also to those who would like to understand how individual differences in cognitive functioning influence SLA. The book focuses on four important areas that are particularly relevant for language learners with SpLDs: the processes of SLA in general and the development of reading skills in particular, the effectiveness of pedagogical programs, the assessment of the language competence of students with SpLDs and identifying SpLDs in another language. The book also views learners with SpLDs in their social and educational contexts and elaborates how the barriers in these contexts can affect their language learning processes. This is an excellent resource for language teachers, students, and researchers in the areas of second language acquisition and applied linguistics.
Table of Contents
Chapter 1. An overview of Specific Learning Difficulties.
Chapter 2. The identification of Specific Learning Difficulties in another language.
Chapter 3. The cognitive effects of specific learning difficulties on the processes of learning an additional language.
Chapter 4. Specific learning differences and affective factors in language learning.
Chapter 5. Assessing the second language skills of students with specific learning difficulties.
Chapter 6. Teaching languages to students with SpLDs
Judit Kormos is Professor of Second Language Acquisition at Lancaster University, UK. She was a key partner in the award-winning Dyslexia for Teachers of English as a Foreign Language project. She is the lead educator in the Dyslexia and Language Teaching massive open online learning course. She has published widely on the effect of dyslexia on processes of second language learning.