Myths About Foreign Language Learning and Learning Disabilities
Richard L. Sparks (EdD, University of Cincinnati) is Professor Emeritus of Special Education, Mt. St. Joseph University, Cincinnati, OH.
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.
Number of times cited: 3
- Richard L. Sparks and Julie Luebbers, How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View, Journal of Learning Disabilities, 51, 2, (194), (2018).
- Diane Larsen‐Freeman, Looking ahead: Future directions in, and future research into, second language acquisition, Foreign Language Annals, 51, 1, (55-72), (2018).
- Muriel Gallego and Carey Busch, Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training, Foreign Language Annals, 50, 4, (776-792), (2017).
