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Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?

Leonore Ganschow, EdD, is an associate professor, Department of Educational Psychology, Miami University. Addm: Leonore Gamhow, Department of Educational Psychology, Miami University, Odord, OH 45056.

Richard L. Sparks

Richard L. Sparks, EdD, is an associate professor, Department of Education, College of St. Joseph.

James Javorsky

James Javorsky, MEd, is the psychoeducation coordinator, Child/Adolescent Psychiatric Unit, Fox Center, St. Joseph Mercy Hospital, Pontiac, Michigan.

Jane Pohlman

Jane Pohlman, MEd, is a diagnostic and educational coordinator, The Olympus Center, Cincinnati, Ohio.

Andrea Bishop-Marbury

Andrea Bishop-Marbury, PsyD, is a school psychologist for the Cobb County School District, Marietta, Georgia.

The present study compared successful and unsuccessful college foreign language learners on measures of intelligence, foreign language aptitude, native oral and written language, and math. Unsuccessful students had received petitions to waive the foreign language requirement. No significant differences between groups were found on intelligence and reading comprehension. Significant differences were found on the Modern Language Aptitude Test, on tests of written and oral language in the syntactic and phonological domains, and on math calculation. Authors suggest that students with foreign language learning difficulties may have underlying native language problems manifested especially in the areas of syntax and phonology. Suggestions for diagnosing a foreign language disability are made.

Journal of Learning Disabilities, Vol. 24, No. 9, 530-541 (1991)
DOI: 10.1177/002221949102400905


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