1. Learning disabilities & disorders that can affect second language learning UNAM Gatineau, July 3, 2015

2. Learning disability vs. learning disorder? Learning disability – significant difficulty learning in an academic are but not severe enough for a clinical diagnosis Learning disorder – significant difficulty in academic learning that results in a clinical diagnosis Both terms have been used interchangeably and have merged into an umbrella term that encompasses both Both disabilities and disorders affect the brain’s ability to process information and learn, and both have no impact on a person’s intelligence

3. LD background Learning disabilities/disorders are the result of difficulty in one of the four ways used to process information: 1)Input – unable to differentiate between teacher voice and background noises 2)Integration – have trouble memories sequential information and unable to connect facts for ‘the big picture’ 3)Storage – short term memory (difficulty spelling, require repetition) 4)Output – difficulty with verbal expression, getting the correct words out

4. Causes? Researchers are not sure but suspect: Heredity – LDs often run in the family Problems during pregnancy & birth – illness/injury during or before birth, substance abuse, premature or prolonged labour Incidents after birth – head injuries, exposure to toxic substances

5. LDs and second language teaching LDs can affect all aspects of learning a language or just one (e.g. spelling difficulties will affect writing abilities but not reading) Learners could show LDs in their second language but not their first (often because it is masked with coping strategies – not available in second language)

6. Issues with LDs Academic underachievement – generally adults with undiagnosed LDs underachieve in some area but can overachieve in others (gifted) Life-long, neurologically-based processing problems LDs can change throughout a person’s life Can interfere with organization, time planning & abstract reasoning Lack of support as an adult with LD – if diagnosed at elementary or secondary school, there are supports in the school system but later….

7. LDs – Some Common Features Average or above-average thinking and reasoning ability Below average academic achievement Large difference between ability & achievement Processing difficulties

8. Common features cont’d Lower engagement in learning Less confidence in ability to learn Less willing to take risks in learning situations Unable to cope with multiple instructions Poorly organized thoughts and work habits Frustrated with difficult work tasks Discouraged by lack of success

9. Behaviour issues As children or youth – behavioural issues might have been present with LD Some of these behaviours might continue into adulthood Due to anger, sadness, loneliness, frustration or hopelessness when they focus on their inability to learn/process or compare themselves to their peers

10. Prevalence of LDs in adults Difficult to determine but could be between three and five percent of the population. Some studies, however, have shown that for Adult ESL learners, it could be as high as 80 percent. Mild to moderate LDs may go undetected/unreported. In adults, fewer services – even less reporting