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Introduction: Like children with typical language development, their peers with developmental language disorder (DLD) are expected to learn English as a foreign language (EFL). For pupils without DLD, it is well-established that amount of informal exposure to English outside of the classroom, starting age of EFL instruction and motivation are strong positive predictors of EFL learning rate and/or achievement, whereas anxiety is negatively related to performance. This paper is the first attempt to investigate how these predictors of EFL performance operate in learners with DLD., Methods: Participants were nineteen Dutch-speaking 7 th graders with DLD learning English as a school subject at a specialist education facility in the Netherlands. English receptive grammar and receptive vocabulary were measured twice, with a four-month interval. Foreign language learning motivation, anxiety and (length and amount of) informal exposure to and instruction in English were measured via questionnaires., Results: The participants did not show any progress on English vocabulary and grammar. At Time 1, vocabulary and grammar scores were positively related to starting age of EFL instruction and negatively related to anxiety. For vocabulary, achievement was also positively predicted by attitudes towards English lessons. Only the relationship between starting age of instruction and vocabulary outcomes was visible at Time 2. Amount and length of informal exposure to English did not predict performance, which is in stark contrast to the patterns observed in EFL learners with typical language development., Conclusions: We conclude that children with DLD benefit from a later onset of foreign language lessons, whereas length and amount of out-of-school exposure to English are less important in the context of DLD, possibly due to difficulty with implicit learning., (Copyright © 2024. Published by Elsevier Inc.)

Introduction: Children with developmental language disorder (DLD) start learning foreign languages, usually English as a foreign language (EFL), at an increasingly young age. However, current scholarship lacks crucial insights into how children with DLD respond to language learning in classroom settings and how they can be supported in doing so. The purpose of this early efficacy study is to determine whether a business-as-usual curriculum or a new teaching method tailored to the specific needs of pupils with DLD results in (greater) progress in the foreign language (English) and in the school language (Dutch)., Method: The participants were 75 pupils with DLD in the last three years of primary school, learning EFL in special education in the Netherlands. The intervention group (n=41) received 12 lessons following the CodeTaal approach, including metalinguistic instruction of grammar rules, explicit cross-linguistic contrasts and multimodal interaction with the material. The control group (n=34) received their regular English lessons. The study used a pre- to post-test design and compared the performance of the two groups on a Grammaticality Judgment Task (GJT) in English and a narrative task in both English and Dutch., Results: Only the intervention group significantly improved in their ability to identify ungrammaticalities in English and generalised the learnt rules to new sentences. Although the performance on the GJT predicted accuracy of English narratives, neither group showed a significant decrease of error rates in English. In contrast, the accuracy of Dutch narratives showed improvement, but only in the intervention group. However, the effects were small and there was significant variability in responsiveness to the intervention., Conclusion: We conclude that pupils with DLD are able to make progress in foreign language learning in a classroom setting if provided with adequate support., (Copyright © 2022. Published by Elsevier Inc.)