Jade Blue is a teacher and trainer based in the UK. Having taught and delivered workshops and seminars around Europe, she has a special interest in using visuals in ELT. In this article, Jade looks at what Specific Learning Difficulties (SpLDs) are and how we identify them. She also explores what their effects on language learning are, and how we, as teachers, can support learners with SpLDs.
Specific Learning Difficulties constitute a type of disability, and the labels used to refer to them vary greatly across cultures and contexts. It’s important to note that the ways in which we describe Specific Learning Difficulties and the labels we give to them not only reflect but also shape how we think about them. As Professor in Second Language Acquisition Judit Kormos describes, inappropriate labelling can lead to stigmatisation. This, in turn can result in a lack of recognition or even denial of SpLDs in some cultural contexts. But in order to support the diverse range of learners in our classrooms, we need to recognise and meet their differing needs. In the UK education system, the term Specific Learning Differences is preferred, as it reflects the view that such differences might impact less negatively on learning outcomes if we meet the specific and differing needs of individual students.
Learning difficulties are caused by differences in the ways the brain processes information, and vary greatly from person to person. Most commonly, learners with SpLDs might experience difficulties with working memory, planning and organising, strategizing, attention span, processing speed, and phonological processing. As this post offers only a brief introduction to SpLDs, further reading is detailed below for a more thorough understanding.
In order to help teachers identify potential signs of SpLDs, Judit Kormos identifies simple tasks that can be utilised in the classroom:
In the context of second language learning, students with SpLDs often experience challenges, not only with reading and spelling, but also in understanding grammar patterns. At times where teachers are increasingly using discovery approaches and tasks, it is important to note that explicit explanations are often more accessible and easier to process for learners with SpLDs. Inevitably such challenges can have a negative emotional effect on the learner, which can lead to low performance and in turn further difficulties with language learning. The student struggles and so they feel bad; they feel bad and so they don’t perform well; they don’t perform well and so they struggle: the problem becomes cyclical and can be hard to break. The learning environment needs to be inclusive and supportive in meeting the diverse needs of all students in order to counter this.
So how can we help? By making the most of the diversity of our students, viewing their differences as a resource rather than an obstacle. Students should be encouraged to participate, and their differing needs viewed as a way to work together to engage everyone. If a student struggles to learn from the way we teach, we should teach in a way they can learn. This flexibility on the part of the teacher is paramount. As ELT author Peter Wilberg said, ‘Responsibility is response-ability’. So in terms of supporting learners with SpLDs, the two key points here are differentiation and inclusion. Judit Kormos outlines a number of useful techniques to help teachers with these:
Useful Techniques for differentiation:
Useful Techniques for inclusion:
For further reading see the below texts or Varinder Unlu’s article on tips for helping students’ concentration and focus.
Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York: Routledge.
Kormos, J., & Smith, A-M. (2012). Teaching languages to students with specific learning differences. Bristol: Multilingual Matters.
Frederickson, N., & Cline, T. (2002). Special educational needs, inclusion and diversity: A textbook. Maidenhead, UK: Open University Press.