This article reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings, as well as of multilingual children in second language (L2) contexts. Starting with a definition of the concepts of disability and SLDs, it next discusses the interaction of cognitive factors with first language (L1) and L2 literacy development and L2 learning. Also outlined are possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of L2 skills of young learners with learning difficulties is given in the last part of the article.

中文翻译：

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特定学习困难对多语语言发展过程的影响

本文回顾了当前关于特定学习困难 (SLD) 如何影响多语言发展过程的研究结果。审查包括在有指导的课堂环境中对年轻语言学习者的研究，以及对第二语言 (L2) 环境中的多语种儿童的研究。从残疾和 SLD 概念的定义开始，接下来讨论认知因素与第一语言 (L1) 和 L2 读写能力发展和 L2 学习的相互作用。还概述了在不同的第二语言学习环境中识别 SLD 的可能方法。本文最后部分详细分析了认知因素如何影响有学习困难的年轻学习者的二语技能发展。