ABSTRACT

Earlier in the book, I introduced the concept of specifi c learning diffi culties (SpLDs) and discussed how we can identify them in multilingual contexts. I also described the cognitive and affective correlates of SpLDs and their interactions with language learning processes. In the previous chapter, I considered how language learners with SpLDs can be assessed in a fair, yet valid and reliable manner. The time has now come to apply all this to language teaching pedagogy and classroom practice.