How can teachers of languages other than English support the achievement of children with learning difficulties in primary classrooms?

Abstract

One of the biggest challenges arising from the introduction of second language programs in primary schools has been the inclusion of children with disabilities or learning difficulties. Language teachers began to ask questions such as: 'Will these children actually benefit from learning a second language?'; 'What difficulties will these children encounter in the language classroom?'; and 'How can I, as a language teacher, adapt the language program to suit children with such a wide range of abilities and ensure that their language learning experiences are both enjoyable and beneficial?' This study sought to gain a better understanding of inclusion in the second language classroom by identifying some of the challenges faced by both children and their teachers and by documenting successful strategies employed by language educators to meet these challenges.