Specific learning differences in learning, teaching, and assessing additional languages

Abstract

The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we first offer a short discussion of different views of disability and inclusion and a succinct summary of the definitions of SpLDs. We then summarize recent research developments in five main areas: (1) the impact of SpLDs on L2 learning and achievement, (2) the identification of SpLDs in multilingual contexts, (3) teaching techniques and programmes in supporting language learners with SpLDs, (4) assessing the second language competence of test-takers with SpLDs, and (5) raising language teachers’ awareness and knowledge of SpLDs. In our conclusion, we highlight the implications of recent scholarship in this field for language teaching and testing, teacher education, and suggest further research directions.