A Modified Spanish Sequence for Students With Language‐Based Learning Disabilities

Abstract

A two‐semester modified Spanish sequence was designed to address the needs of college students with language‐based learning disabilities. This course featured reduced scope, an emphasis on tactile activities, metacognitive strategies, and adaptations to the presentation and practice of material. Performances on fall and spring semester‐end essays were examined to determine whether differences in written performance would be found between students in the modified (n=30) versus nonmodified sections (n=213). Results showed no statistically significant differences in either fall or spring written performance scores between the two groups. A significant decline in performance was found between the fall and spring semesters for the modified section. This article details the methodologies used to teach vocabulary, grammar, and writing to this population of students.

Myths About Foreign Language Learning and Learning Disabilities

“…For example, some educators have assumed that such students who are labeled as LD will inevitably have “special difficulties” with FL learning (e.g., DiFino and Lombardino, ) and exhibit “salient characteristics” (Arries, ) and “functional limitations” (Ofiesh, ) that purportedly make FL learning especially difficult. Some educators have recommended modified sections of FL courses for LD students (Amend, Whitney, Messuri, & Furukawa, ). Other educators have accepted the premise that there is a “disability” for FL learning specific to students classified as LD (e.g., see Grigorenko, ), and still others have recommended course substitutions and waivers for the FL requirement (Shaw, ; Shaywitz, ).…”

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

“…Further research has centered on multi-sensory instruction incorporating explicit phonological teaching (Ganschow & Sparks, 1995), and a two-year study of at-risk students indicated that a multi-sensory approach promoted performance comparable to peers instructed with traditional methods (Sparks et al, 1998). Because of demands in working memory and diverse functioning of the CNS which can affect second language learning (Kormos & Safar, 2008;Palladino & Cornoldi, 2004), multi-sensory approaches have been promoted by Dal (2008) and Sousa (2001) and supported by the research of Amend et al (2009).…”

“…The challenges faced by students with LD in learning a non-English language have prompted waivers, reduced syllabi, and departures from traditional teaching as accommodations (Amend, Whitney, Messuri, and Furukawa, 2009;Duvall, 2006). Although Shaw (1999) emphasized that a minority of students with LD inevitably would not be wellsuited to foreign language study required by many universities and college prep programs, it was deemed imperative to include the remaining majority of students with LD who could find success when provided with accommodations and strategies which recognized their educational needs and neurological functioning.…”

“…Total Physical Response (TPR) was a movement-based approach developed and researched by James Asher to promote second language learning (Wolfe & Jones, 1982), and is still consistent with contemporary understanding of learning and memory (Kennedy, 2006). Amend et al (2009) noted TPR to be one method which could be conducive to teaching vocabulary and grammar to students with LD.…”

Adaptaciones Metodológicas en el Aula de Lengua Extranjera para el Alumnado con Discapacidad Intelectual Leve: Estudio de Caso

“…Enseñanza multi-sensorial (Sparks y Miller, 1998;Amend et al, 2009;Tolbert et al, 2015): la combinación de canales auditivos, visuales y kinestésicos facilita el aprendizaje de la LE. Cuanto más elaborada y sustentada esté la información de entrada a través de los distintos canales, más sencillo será el retener dicha información.…”