The Second Language Learning Processes Of Students With Specific Learning Difficulties
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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.
The Second Language Learning Processes of Students with Specific Learning Difficulties
4 Specific Learning Difficulties and Affective Factors in Language Learning -- 4.1 Language Learning Anxiety and Students With SpLDs -- 4.2 Motivation and Language Learners With SpLDs -- 4.3 Conclusion and Implications -- 5 Assessing the Second Language Skills of Students With Specific Learning Difficulties -- 5.1 Validity and Fairness -- 5.2 Accommodations and Modifications -- 5.3 Types of Accommodations in Assessment -- 5.4 Accommodations in High-Stakes Second Language Proficiency Tests -- 5.5 Stakeholders' Views About Accommodations in High-Stakes Language Assessment -- 5.6 Conclusions and Implications -- 6 Teaching Languages to Students With Specific Learning Difficulties -- 6.1 Inclusion and Dyslexia-Friendly Schools -- 6.2 Inclusion of Students With SpLDs in the Second Language Classroom -- 6.3 Intervention Programmes -- 6.4 Conclusion -- References -- Index
Teaching Languages to Students with Specific Learning Differences
This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.