Hi, I'll enclose a couple of references on the topic. This is a study investigating self-reported problems in SLI and control adolescents: 

Conti-Ramsden, G., Mok, P. L., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in developmental disabilities, 34(11), 4161-4169.

There is also a relatively recent meta-analysis of the emotional outcomes of SLI:

Yew, S. G. K., & O’Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta‐analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54(5), 516-524.

Hello Martina,

I like your question and I am not sure of research into the area. My intuition tells me there is likely to be a relation. Emotions are often experienced as "over-wheming" or "controlling me" (this came up in my investigations into a meditation method called Arka Dhyana or Intuitive Meditation). This study was not on children but adults, but I imagine that some children have the same experience. Generally people do not talk about this experience as they do not know how to work with it. One is an experience, the other involves the communication of our experiences.  The lack of ability (or opportunity) to express one´s inner experiences might in fact spill over into expression through language as a whole and somehow impede or impair  that channel of communication. I am not sure where I am going with this, but I felt like sharing as it might be important. 

Kind regards - Tina

Hi Martina,

here attached some references I hope will be useful for you.

Brinton, B., & Fujiki, M. (1999). Social interactional behaviors of children with specific

language impairment. Topics of Language Disorders, 19, 49-69.

Craig, H. K. (1993). Social skills of children with specific language impairment: Peer

relationships. Language, Speech, and Hearing Services in Schools, 24, 206-215.

Ford, J., & Milosky, L. M. (2002). Inferring emotional reaction in social situations:

Differences in children with SLI. Syracuse University Department of

Communication Sciences and Disorders.

Fujiki, M., Spackman, M. P., Brinton, B., & Hall, A. (2004). The relationship of

language and emotion regulation skills to reticence in children with specific

language impairment. Journal of Speech, Language, and Hearing Research, 47,

637-646.

Fujiki, M., Brinton, B., Hart, C., & Fitzgerald, A. (1999). Peer acceptance and friendship in children with specific language impairment. Topics in Language Disorders, 19, 34-48.

Fujiki, M., Brinton, B., Morgan, M., & Hart, C. (1999). Withdrawn and sociable

behavior of children with language impairment. Language, Speech, and Hearing

Services in Schools, 30, 183-195.

Fujiki, M., Brinton, B., & Todd, C. (1996). Social skills of children with specific

language impairment. Language, Speech, and Hearing Services in Schools, 27,

195-202.

Redmond, S., & Rice, M. (1998). The socioemotional behaviors of children with SLI:

Social adaptation or social deviance? Journal of Speech Language and Hearing

Research, 41, 688-700.

Spackman, M. P., Fujiki, M., Brinton, B., Nelson, D., & Allen, J. (2006). The ability of

children with language impairment to recognize emotion conveyed by facial

expression and music. Communication Disorders Quarterly, 26, 131-143.

Stevens, L., & Bliss, L. (1995). Conflict resolution abilities of children with specific

language impairment and children with normal language. Journal of Speech and

Hearing Research, 38, 599-611.