Teaching Languages to Students with Specific Learning Differences

Reviews / Votes

This timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada * This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK * I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany * Along with research and historical perspectives, this book includes plenty of practical tips. For example, the authors provide suggestions on classroom management with ideas for classroom layout, student groupings and pace of instruction. There are also classroom-ready ideas for how to teach pronunciation, spelling, vocabulary, comprehension, reading and writing more effectively. The end of each chapter includes activity suggestions for

the reader to practise concepts and expand their thinking, making the book a perfect addition for a book club or teacher training course. The book is a valuable resource for teachers, teacher educators, language testers and academics. * Jennifer Preschern Johannes Kepler University, Linz, Austria, IATEFL VOICES 299 - July/August 2024 * This book promotes a refreshing 'can do' positive approach where readers are encouraged to focus on differences experienced by learners rather than deficiencies. The book rigorously explores theoretical underpinnings in the belief that teachers need to have a thorough understanding of the nature of SpLDs, how these may affect learning, together with a sound understanding of the mechanisms of second language acquisition [...] This book provides a wealth of theoretical and practical information, and I would thoroughly recommend it as a valuable resource for teacher trainers and their students, CPD courses and all those who may be involved in teaching languages to learners with SpLDs. * Julia Kender, PATOSS Bulletin, Summer 2024, Volume 37 No. 1 *