Myths About Foreign Language Learning and Learning Disabilities

Abstract

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability have been supported by anecdotes, personal opinions, and case studies, the beliefs themselves have not been supported by empirical evidence. Advocates of a disability for FL learning have ignored the empirical evidence, which substantiates that there is, in fact, not a special relationship between FL learning and LDs, nor is there a unique disability for FL learning. This article cites several myths about LDs and FLs and examines the evidence that falsifies each of the myths.

Ways of seeing: The individual and the social in applied linguistics research methodologies

“…The problem is compounded by the fact that foreign language study often operates as a gateway to higher education (Baggett, 2016). Likewise, there has often been an assumption that students with learning disabilities should be exempt from the study of world languages or transitioned out of immersion programs (Fortune, 2010;Genesee & Fortune, 2014;Sparks, 2016). In addition, universities routinely issue waivers to students with learning disabilities to excuse them from foreign language requirements (Larsen-Freeman & Tedick, 2016, p. 1339.…”

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

“…Both individuals with dyslexia and students with low proficiency in a FL show a weakness in L1 language phonological processing. However, some studies show similar characteristics in L1 phonological processing in these two groups of learners (Sparks, 2016;Sparks & Luebbers, 2018;Sparks & Patton, 2016), while other research findings indicate that the weakness in phonological processing in L1 in non-dyslexic low-achieving FL learners transpires in a reduced set of skills in comparison to individuals with dyslexia. Poor FL performance of FL low-achieving students without dyslexia may be a consequence of difficulties in L1 phonological processing that they experience; however, these difficulties tend not to influence their reading acquisition in L1 (Borodkin & Faust, 2014a, 2014bBorodkin, Maliniak, & Faust, 2017).…”

Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training

“…When discussing all of the scenarios, special emphasis was placed on the clarification of misconceptions regarding disabilities, ranging from the disabilities or conditions for which students could receive accommodations to what constitutes a disability and whether there was a connection between specific learning disabilities and learning foreign languages (Sparks, , ). In the third session, participants asked questions to confirm and clarify their understanding and general concepts were reviewed as a group.…”