Thesis Title

Foreign Language Learning Difficulties and Teaching Strategies

Graduation Date

Spring 2008

Document Type

Master's Thesis

Degree Name

Master of Science

Program Name


Program Director

Madalienne Peters, EdD


Beginning foreign language (FL) courses in high school often have high numbers of learning disabled and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer these challenges. Research indicates that LD students and at-risk students both have FL learning difficulties, due to deficiencies in their native languages. Research suggests that teachers should use multi-sensory approaches; however, they should also explicitly teach phonology/orthography and grammar, as these may be necessary for LD and at-risk students to understand and use the target language.

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