Authors : Mahmuda Akter Munni

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/5x92aa5m

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DOI : https://doi.org/10.38124/ijisrt/25oct885

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Abstract : Learners with communication disorders face significant challenges in acquiring second or foreign languages, particularly in contexts where educational practices are not tailored to their unique needs. This article examines these challenges within the Bangladeshi educational landscape, highlighting the intersection of communication disorders and second language acquisition. Through qualitative and quantitative analyses, the study explores inclusive pedagogical approaches that can facilitate effective language learning for these learners. The findings underscore the necessity for specialized training for educators, development of appropriate assessment tools, and the implementation of inclusive teaching strategies to support learners with communication disorders in acquiring second languages.

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