Investigating Developmental Language Disorder among Young Kurdish Students and its Impact on Learning English as a Foreign Language

Abstract

This study aims to understand the difficulties young Kurdish language learners face with developmental language disorder in bilingual settings and to evaluate their impact on English as a foreign language acquisition. Underscoring the significance of this research, the study’s primary objective is to determine the characteristics of developmental language disorder in this context and their implications for academic assimilation. The Clinical Evaluation of Language Fundamentals assessment was selected to achieve this primary objective due to its suitability for assessing the British population’s linguistic characteristics and age group. Seven subtests were chosen to comprehensively evaluate various aspects of language proficiency, allowing for a thorough evaluation of the participants’ language skills. This research expands its significance. These initiatives include more extensive investigations, innovative participant recruitment methods, exploration of cultural influences, longitudinal studies to discover long-term effects, critical analysis of intervention strategies, examination of the complex relationship between emotional regulation and language development, investigation of genetic and environmental factors contributing to developmental language disorder, and evaluation of the far-reaching consequences. Upon analysis of the collected data, several significant findings shed light on the efficacy of individualised approaches in mitigating communication and academic difficulties in individuals with developmental language disorders.