Teaching Languages to Students with Specific Learning Differences

Anne Margaret Smith, Judit Kormos

Description

Revised edition of a well-received and widely-cited book, popular among language teachers and teacher trainers around the world

This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other.

The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

Preface

Chapter 1. Discourses of Disability in Education

Chapter 2. What are Specific Learning Differences?

Chapter 3. The Impact of SpLDs on Learning Additional Languages

Chapter 4. Identification and Disclosure

Chapter 5. Inclusive Language Teaching

Chapter 6. Techniques for Inclusive Language Teaching 

Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs

Chapter 8. Transition and Progression

Appendices

References

Index

Sujets

• Disciplines
• Language Arts
• EDUCATION
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• Learning disability
• Professional
• Text
• Psycholinguistics
• Postgraduate education
• General officer
• Language acquisition
• General
• Research
• Postgraduate
• SLA

Informations

• Publié par: Channel View Publications
• Date de parution: 10 octobre 2023
• Nombre de lectures: 0
• EAN13: 9781800418639
• Langue: English

Extrait

Teaching Languages to Students with Specific Learning Differences
MM Textbooks
Advisory Board:
Professor Colin Baker, University of Wales, Bangor, UK
Professor Viv Edwards, University of Reading, Reading, UK
Professor Ofelia García, Columbia University, New York, USA
Professor Aneta Pavlenko, Temple University, Philadelphia, USA
Professor David Singleton, Trinity College, Dublin, Ireland
Professor Terrence G. Wiley, Arizona State University, Tempe, USA
MM Textbooks bring the subjects covered in our successful range of academic monographs to a student audience. The books in this series explore education and all aspects of language learning and use, as well as other topics of interest to students of these subjects. Written by experts in the field, the books are supervised by a team of world-leading scholars and evaluated by instructors before publication. Each text is student-focused, with suggestions for further reading and study questions leading to a deeper understanding of the subject.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
MM Textbooks: 18
Teaching Languages to Students with Specific Learning Differences
2nd Edition
Judit Kormos and Anne Margaret Smith
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/KORMOS8615
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Kormos, Judit, author. | Smith, Anne Margaret, author.
Title: Teaching Languages to Students with Specific Learning Differences/Judit Kormos and Anne Margaret Smith.
Description: Second edition. | Bristol; Jackson: Multilingual Matters, [2024] | Series: MM Textbooks: Volume 18 | Includes bibliographical references and index. | Summary: “This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition”— Provided by publisher.
Identifiers: LCCN 2023017985 (print) | LCCN 2023017986 (ebook) | ISBN 9781800418615 (hardback) | ISBN 9781800418608 (paperback) | ISBN 9781800418639 (epub) | ISBN 9781800418622 (pdf)
Subjects: LCSH: Language and languages—Study and teaching. | Students with disabilities. Classification: LCC P53.818 .K67 2024 (print) | LCC P53.818 (ebook) | DDC 371.91/44--dc23/eng/20230421 LC record available at https://lccn.loc.gov/2023017985
LC ebook record available at https://lccn.loc.gov/2023017986
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-861-5 (hbk)
ISBN-13: 978-1-80041-860-8 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: https://www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: https://www.channelviewpublications.wordpress.com
Copyright © 2024 Judit Kormos and Anne Margaret Smith.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Techset Composition India(P) Ltd, Bangalore and Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Preface
1 Discourses of Disability in Education
Introduction
The Interaction Between Language and Thought
Models of Disability Reflected in Discourses
A medical discourse
A legal discourse
A discourse of social construction or interaction
Inclusive discourses of disability
Discourses of disability used in educational settings
Labelling and Self-Identification
Intersectionality
Challenging Dominant Discourses
Summary of Key Points
Activities
Further Reading
2 What Are Specific Learning Differences?
Introduction
Identification Models of SpLDs
Definitions of SpLDs
Attention Deficit and Hyperactivity
The Autism Spectrum
Reading Processes and Learning to Read
Writing Processes and Learning to Write
Linguistic, Cognitive and Behavioural Manifestations of SpLDs
Cognitive and Neurological Explanations of SpLDs
Summary of Key Points
Activities
Further Reading
3 The Impact of SpLDs on Learning Additional Languages
Introduction
Cognitive Abilities in Language Learning
The Language Learning Aptitude of Students with SpLDs
Affective Factors in Language Learning
An Overview of the Language Learning Difficulties of Students with Dyslexic-Type SpLDs
An Overview of the Language Learning Difficulties of Students with other SpLDs
The impact of SpLDs on vocabulary learning
The impact of SpLDs on the acquisition of grammar
SpLDs and reading in L2
SpLDs and spelling in L2
The impact of SpLDs on text-level writing in L2
SpLDs and the production of oral texts
The impact of SpLDs on understanding spoken language
Summary of Key Points
Activities
Further Reading
4 Identification and Disclosure
Introduction
Identification
Observation
Screening
Formal identification
Assessment of Multilingual People
Disclosure
Disclosing assessment findings to the student
Passing on information to class teachers and external bodies
Sharing information with family
Disclosing to peers
Student disclosure to an institution
Summary of Key Points
Activities
Further Reading
5 Inclusive Language Teaching
Introduction
Communication and Relationships
Establishing an inclusive classroom culture
Instructions and feedback
The Physical Classroom
Light, temperature and acoustics
Furniture and room layout
Materials
Additional equipment and assistive technology
The Virtual Classroom
Platforms and apps
Lighting and acoustics
Materials
Classroom Management
Grouping
Routine
Pace
Curriculum
Organisation of subject matter
Classroom tasks and formative assessment
Differentiation and Personalisation
Developing Learning Skills
Study skills
Metacognitive thinking skills
Self-esteem and self-regulation
Summary of Key Points
Activities
Further Reading
6 Techniques for Inclusive Language Teaching
Introduction
Multi-sensory Teaching Methods
The Role of Practice
Self-Regulation and Learning Strategies
Dynamic Assessment
Focus on Form
Research Findings on Multi-sensory Instruction for L2 Learners with SpLDs
Teaching Pronunciation
Teaching Spelling
Teaching Vocabulary
Teaching Grammar
Teaching Reading
Developing skills and knowledge underlying effective reading comprehension
Choice of the reading texts
Supporting reading comprehension before, during and after reading
Training in reading comprehension strategies
Teaching listening
General considerations in teaching listening to students with SpLDs
The Metacognitive Pedagogical Sequence
Understanding video input
Teaching Speaking
Teaching Writing
General considerations in teaching writing to students with SpLDs
Preparing students for the writing task
Supporting students during and after writing
The self-regulated strategy development model in teaching writing
Innovative tools in teaching writing
Summary of Key Points
Activities
Further Reading
7 Assessment of the Language Skills of Language Learners with SpLDs
Introduction
Overview of Key Constructs in Language Assessment
Validity, fairness and universal design
Accommodations and modifications
Types of accommodations and selecting accommodations
Accommodations and modifications in high-stakes language proficiency tests
Classroom-based Assessment
The purpose of evaluation
Planning the assessment
Types of assessment tasks
Collecting and analysing information
Summary of Key Points
Activities
Further Reading
8 Transition and Progression
Introduction
Factors that Cause Stress in Transition
Environmental and physical transitions
Academic and cognitive challenges of transition
Social demands of transition
Psychological transitions
Strategies That Students and Their Families Can Implement
Strategies That the Current Institution Can Implement
Aspirations
Developing personal qualities and academic skills
Strategies the Receiving Institutions Can Implement
Information and communication
Phased transition
Staff development
Reassessment of inclusive practices
Moving on to Employment
Conclusion
Summary of Key Points
Activities
Further Reading
Appendices
Appendix 1: Example Format for a Screening Interview
Appendix 2: Example of a Classroom Activity to Raise Awareness of an SpLD
References
Index
Preface
Whereas language learning comes easily and effortlessly to some people, many students struggle with the acquisition of additional languages. The cause of language learning difficulties can be manifold, but one group of people who find language learning particularly challenging are those who tend to be different in their general approach to learning from the majority of other students. In some countries these learners are seen to have a learning disability. However, in this book we will show that perceiving them as different rathe