Despite the lack of empirical evidence, the term "foreign language learning disability" (FLLD) has become popular in the learning disabilities (LD) and foreign language literature. I contend that there is not a unique "disability" for foreign language learning and suggest instead that foreign language skills run along a continuum of very strong to…

Suggests a practical proposal for dealing with language learning problems labeled "misconception analysis." Draws on findings from cognitive psychology that emphasize learners and their learning needs. The approach is motivated by the fact that in foreign language learning, formal instruction is the primary source of input and consequently can be…

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

Discusses cognitive, affective, and linguistic influences on foreign language learning. It proposes the Linguistic Coding Differences Hypothesis (LCDH) model for understanding foreign language learning problems. The empirical support for the LCDH model is reviewed. Diagnostic, pedagogical, and policy implications are addressed. (Author/DB)

A theoretical basis for a first-/second-language link is presented along with an explanation of why current global theories of language are incomplete. Implications for foreign language (FL) methodology and instruction for students with FL learning problems are addressed. (123 references) (LB)

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

Proposes how good practice can be developed in the assessment of dyslexia with bilingual children, presents evidence that language minorities are underrepresented in special programs, and highlights the value of recent approaches to defining dyslexia that do not depend on exclusionary criteria or on IQ-achievement discrepancy. (Author/VWL)

Since adult students' expectations and classroom experiences for foreign language study may vary greatly, an extra phase of training is recommended to introduce them to the types of activity and study attitudes expected of them. Components for this phase and a sample outline are offered. (Author/MSE)

An approach to foreign language instruction that emphasizes language acquisition rather than learning will emphasize the development of listening comprehension even at the expense of oral production, since research has shown that the latter does not suffer where the former is fostered. This approach tends to reduce the restrictive workings of the…

Discusses a number of areas of concern for the foreign language teaching profession for the 1990s. It is suggested that the foreign language teaching profession must consider the problems raised here to determine their validity and to address them as needed with the energy and resources that each requires. (JL)

Describes some of the problems surrounding identifying a learning disabled student in an international school. States that because of the multilingual environment, common indicators may not apply. Offers suggestions for determining when a student needs help. (NB)

Research shows that a very large percentage of Japanese university students are apprehensive about communicating orally, to the degree that their fear may be debilitating, weakening their effectiveness as oral interactants in social and classroom situations. This uneasiness with speech has been culturally ingrained for centuries. Children are…

The purpose of these working papers is to reflect the current activities of members of the Centre for Language in Education at the University of Southampton, England. They include: (1) "Inaugural Lecture: Is Language Education or Is Education Language?" (Christopher Brumfit); (2) "Teachers' Views of Language Knowledge"…