Specific Learning Difficulties in the TESOL Classroom

This chapter focuses on teaching learners with specific learning difficulties (SpLD) in the TESOL classroom and intends to inform the instructional classroom practices of teacher trainees and in-service teachers. It briefly characterizes SpLD and explains how they can impact the learning of additional languages. Based on the review of recent research findings, the chapter suggests ways of successfully including learners with SpLD in the TESOL classroom and discusses how reasonable accommodations can equalize learning opportunities. It demonstrates how the teaching process can be practically accommodated to support equity and accessibility in second language (L2) education by responding to the diverse special educational needs of learners. The principles and frameworks of Universal Design for Learning (UDL) and Differentiated Instruction (DI) are presented. The strategies for increasing accessibility, participation, engagement, and success of students with SpLD in learning the English language are delineated. The chapter discusses a multi-tier approach to accessibility which involves whole-class and more individualized teaching tailored to the needs of learners with SpLD that can be offered in small groups or on one-to-one basis. Also, the decision-making process concerning administering designated accessibility features and accommodations for instruction and assessment to individual students is described. The discussion concludes with suggestions for classroom-based research focusing on including learners with SpLD in the TESOL classroom.