ABSTRACT
The chapter discusses some of the central barriers to learning that learners whose first language is not English with learning differences encounter whilst at college and university and their impact on progress and achievement. In terms of their learning differences, these can include reading, concentration, unorthodox spelling and grammar, inconsistent physical coordination, and handwriting. remembering information organising and planning, and challenging visual and auditory processing difficulties. These can be compounded by problems resulting from English being used as an additional language and as such the ‘language of schooling’ and of transferring their knowledge and skills of speaking, listening, reading, and writing to other areas of subject knowledge. The chapter also analyses some of the multi-dimensional issues associated with identifying dyslexia in students who have English as an Additional Language (EAL) and the impact that dyslexia can have upon their learning a second language and it highlights some of the ways that their needs can be supported in class.
