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In their article titled “English Language Learners: The Impact of Language and Socio-Cultural Factors on Learning”, Lori Navarrete and Silvana Watson (Council for learning disabilities website, 2013) questioned about what is the Difference Between Language Acquisition and a Language-based Learning Disability? They concluded that “Five percent of all school-age children in public schools have a learning disability. Over half of all students with a learning disability have a language-based learning disability, many with challenges in reading (Pierangelo& Giuliani, 2010). Oftentimes ELLs who are in the process of acquiring a second language will experience language and literacy development challenges similar to their peers with a language learning disability. On the other hand, it is critical that school personnel be able to predict when an ELL might also be experiencing a learning disability. If an ELL exhibits patterns of behavior similar to those listed below, then it may suggest a learning disability (Spear-Swerling, 2006): The child has a history of oral language delay or disability in the native language; The child has had difficulty developing literacy skills in the native language (assuming adequate instruction in the native language); There is a family history of reading difficulties in parents, siblings, or other close relatives (again, assuming adequate opportunity to learn to read); The child has specific language weaknesses, such as poor phonemic awareness, in the native language as well as in English”.
According this view about Second Language acquisition is incorrect to say: