The L2 motivation of learners with special educational needs

Abstract

According to a report prepared for the European Commission in 2005, considerable progress has been made in providing barrier-free access to all areas of the curriculum, including modern foreign languages, to learners with special educational needs (SEN). Research shows that a good number of children and adolescents with SEN make use of language learning opportunities in both inclusive education and special schools, and achieve reasonable levels of success. A comparable number of SEN learners, however, do not reach the goals set by the curriculum: They struggle, fail and abandon language learning as soon as they are allowed to do so. Language learning is a demanding endeavor even for people without learning difficulties, and it can be even more challenging for people with SEN. This chapter explores the role played by motivation and related individual differences in the differential success of language learners with special needs, and how the teacher, the teaching method, and the wider educational context contribute to the process.