References
- Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Marysia, N., Green, J., Vail, A., & Law, J. (2012). The social communication intervention project: A randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233–244. https://doi.org/10.1111/j.1460-6984.2011.00146.x
- Ali, A. (2018). Identifying training needs of in-service EFL teachers in inclusive schools in Egypt. Arab World English Journal, 9(1), 163–183. https://doi.org/10.24093/awej/vol9no1.12
- Antoniou, K., Kambanaros, M., Grohmann, K. K., & Katsos, N. (2014). Is bilectalism similar to bilingualism? An investigation into children’s vocabulary and executive control skills. In BUCLD 38: Proceedings of the 38th Annual Boston University Conference on Language Development (Vol.1, pp. 12–24). Cascadilla Press Somerville, MA, USA.
- Bishop, D. V. M. (2010). Which neurodevelopmental disorders get researched and why? PLoS ONE, 5(11), e15112. https://doi.org/10.1371/journal.pone.0015112
- Bishop, D. V. M., Clark, B., Conti-Ramsden, G., Norbury, C. F., & Snowling, M. J. (2012). RALLI: An internet campaign for raising awareness of language learning impairments. Child Language Teaching and Therapy, 28(3), 259–262. https://doi.org/10.1177/0265659012459467
- Conti‐Ramsden, G., Durkin, K., Toseeb, U., Botting, N., & Pickles, A. (2018). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language & Communication Disorders, 53(2), 237–255. https://doi.org/10.1007/s00787-018-1261-6
- Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U., & Botting, N. (2019). Do emotional difficulties and peer problems occur together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child & Adolescent Psychiatry, 28(7), 993–1004. https://doi.org/10.1007/s00787-018-1261-6
- Council of Europe. (2001). Common european framework of reference for languages: Learning, teaching, assessment.
- Dockrell, J. E., Ricketts, J., Palikara, O., Charman, T., & Lindsay, G. L. (2019). What drives educational support for children with developmental language disorder or autism spectrum disorder: Needs, or diagnostic category? Frontiers in Education, 4, 1–14. https://doi.org/10.3389/feduc.2019.00029
- Eadie, P., Conway, L., Hallenstein, B., McKean, C., & Reilly, S. (2018). Quality of life in children with developmental language disorder. International Journal of Language and Communication Disorders, 53(4), 799–810. https://doi.org/10.1111/1460-6984.12385
- European Commission Eurydice Report. (2017). https://eacea.ec.europa.eu/national-policies/eurydice/content/key-data-teaching-languages-school-europe-%E2%80%93-2017-edition_en
- European Commission Flash Eurobarometer 466. (2018). The european education area. Retrieved May 29, 2020, from http://ec.europa.eu/commfrontoffice/publicopinion
- Giannikas, C. N. (2020). Performance assessment in teacher education programs: Direct evaluation of teaching ability. In D. Ramirez & B. Octu-Grillman (Eds.), Indisciplinary approaches toward enhancing teacher education (pp. 258–273). IGI Global.
- Grohmann, K. K., & Kambanaros, M. (2016). The gradience of multilingualism in typical and impaired language development: Positioning bilectalism within comparative bilingualism. Frontiers in Psychology, 7, 37. https://doi.org/10.3389/FPSYG.2016.00037
- Hendriks, A. (2007). UN convention on the rights of persons with disabilities. European Journal of Health Law, 14(3), 273–280. https://doi.org/10.1163/092902707X240620
- Kambanaros, M. (2015). Lexical-grammatical deficits in multilingual SLI: A case study from Cyprus. In Cornelia Hamann & Esther Ruigendijk (eds.), Language Acquisition and Development (GALA 2013) (pp. 218–231). Newcastle-upon-Tyne: Cambridge Scholars Publishing.
- Kambanaros, M., & Grohmann, K. K. (2013). Profiling (specific) language impairment in bilingual children: Preliminary evidence from Cyprus. Solutions in the Assessment of Bilinguals, 146–174.
- Kambanaros, M., Grohmann, K. K., Michaelides, M., & Theodorou, E. (2014). On the nature of verb–noun dissociations in bilectal SLI: A psycholinguistic perspective from Greek. Bilingualism: Language and Cognition, 17(1), 169–188. https://doi.org/10.1017/S1366728913000035
- Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30–44. https://doi.org/10.1017/S026719051700006X
- Lindsay, G., & Strand, S. (2016). Children with language impairment: Prevalence, associated difficulties and ethnic disproportionality in an English population. Frontiers in Education, 1(1), 2. https://doi.org/10.3389/feduc.2016.00002
- Lv, Y. (2014). The professional development of the foreign language teachers and the professional foreign language teaching practice. Theory and Practice in Language Studies, 4(7), 1439–1444. https://doi.org/10.4304/tpls.4.7.1439-1444
- Ministry of Education and Culture. (2017). Annual Report. http://www.moec.gov.cy/etisia-ekthesi/pdf/annual_report_2017_gr.pdf
- Nijakowska, J. (2019). Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: A conceptual framework. European Journal of Special Needs Education, 34(2), 189–203. https://doi.org/10.1080/08856257.2019.1581401
- Nijakowska, J., Tsagari, D., & Spanoudis, G. (2018). English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland. Dyslexia, 24(4), 357–379. https://doi.org/10.1002/dys.1598
- Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
- Redmond, S. M. (2011). Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development. Language Speech Hearing Service School, 42(4), 520–535. https://doi.org/10.1044/0161-1461(2011/10-0078)
- Rice, M. L. (2020). Clinical lessons from studies of children with specific language impairment. Perspectives of the ASHA Special Interest Groups, 5(2), 12–29. https://doi.org/10.1044/2019_PERSP-19-00011
- Special Eurobarometer 386. (2012). Europeans and their languages, report. http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf.
- Theodorou, E., Kambanaros, M., & Grohmann, K. K. (2016). Diagnosing bilectal children with SLI: Determination of identification accuracy. Clinical Linguistics & Phonetics, 30(12), 925–943. https://doi.org/10.1080/02699206.2016.1182591
- Theodorou, E., Kambanaros, M., Petinou, K. (under review). Developmental language disorder in Cyprus: Mapping speech and language service provision. Journal of Speech, Language and Hearing.
- Tsagari, D., & Giannikas, C. N. (2018). Re-evaluating the use of the L1 in the second language classroom: Students vs. teachers. Applied Linguistics Review, 11(1), 151–181. https://doi.org/10.4018/978-1-7998-4697-0
- Van den Bedem, N. P., Dockrell, J. E., van Alphen, P. M., de Rooij, M., Harjunen, E. L., & Rieffe, C. (2018). Depressive symptoms and emotional regulation strategies in children with and without developmental language disorders: A longitudinal study. International Journal of Language and Communication Disorders, 53(6), 1110–1123. https://doi.org/10.1111/1460-6984.12423
- Wijnen, F., de Bree, E., van Alphen, P., de Jong, J., & van der Leij, A. (2015). Comparing SLI and dyslexia: Developmental language profiles and reading outcomes. In S. Stavrakaki (Ed.), Specific language impairment: Current trends in research (pp. 89–112). John Benjamins Publishing Company.
- Wilson, L., McNeill, B., & Gillon, G. T. (2015). The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction. Child Language Teaching and Therapy, 31(3), 347–362. https://doi.org/10.1177/0265659015585374
- Zoutenbier, I., & Zwitserlood, R. (2019). Exploring the relationship between native language skills and foreign language learning in children with developmental language disorders. Clinical Linguistics & Phonetics, 33(7), 641–653. https://doi.org/10.1080/02699206.2019.1576769