Accommodating foreign students
Later, as they study a foreign language, they may have difficulty learning to pronounce, read, and spell words.
Students who had problems with the syntactic component of the native language may have experienced problems with subject-verb agreement and use of plurals, possessives, and parts of speech in the native language.
Yet students with moderate to severe difficulties with English may find the completion of a foreign language requirement seemingly impossible.
To date, research findings indicate that it is not clear who will and who will not be able to master the study of a foreign language in school. Reading and Writing: An Interdisciplinary Journal 17, 483-515.
The degree of difficulty a student is likely to experience depends, to a large extent, on the nature and severity of his/her language problems in reading, writing, listening, and speaking.
Students who have moderate to severe difficulties in most or all of these language systems in the native language are likely to experience the most problems learning a foreign language, particularly in language classrooms that emphasize an oral communication approach.
Today, however, the study of another language in school is often a requirement for high school graduation, and an increasing number of colleges and universities require a minimum of two years of a foreign language prior to graduation, particularly for students who have majors in Arts & Science programs (Brod & Welles, 2000).
According to the Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL), the study of a foreign language is a recommendation for all students at all ability levels (ACTFL, 2000).
Search for accommodating foreign students:
Some of these students may have been classified by the school as having language learning disabilities or dyslexia. These problems can occur in any combination and at different levels of severity in three areas of language: (1) the phonological/ orthographic area (sounds and sound-symbol relationships, letter combinations), (2) the syntactic area (grammar, how words connect in sentences), and (3) the semantic area (meaning of words and word parts).