Open AccessPerspectives on L2 Learning and Learning Disabilities
Author(s) -
Richard L. Sparks
Publication year - 2021
Publication title -
babylonia
Language(s) - English
Resource type - Journals
eISSN - 2673-6454
pISSN - 1420-0007
DOI - 10.55393/babylonia.v2i.54
Subject(s) - learning disability , construct (python library) , psychology , identification (biology) , mathematics education , language learning strategies , second language , learning sciences , language acquisition , experiential learning , computer science , linguistics , developmental psychology , metacognition , cognition , philosophy , botany , neuroscience , biology , programming language
Students classified as LD in L2 classes often display learning difficulties. However, the LD concept is viewed differently in the U.S. and Europe. The purposes of this paper is to explain the LD construct, examine the differences in definitions and diagnosis for identification of students with learning problems, review research showing that L2 learning problems are language learning problems, examine the relationship between LDs and L2 learning problems, and summarize research-based L2 teaching methods for students with language learning problems.