2015
DOI: 10.1111/flan.12156
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Abstract: This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and use simple language were obtained from videorecordings as well as from vocabulary recognition and recall measures. Additional data from teacher questionnaires showed th… Show more

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Cited by 6 publications
(8 citation statements)
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“…These findings indicate that all students, regardless of ability level, produced at least one L2 response when provided with prompting during the DA. This finding is consistent with previous research that has provided evidence that students of all ability levels can learn a foreign language (Regalla & Peker, ). Some special needs students who participated in this study needed significant prompting on the DA, but prompting did result in student L2 production.…”
Section: Discussionsupporting
confidence: 93%
See 1 more Smart Citation
“…These findings indicate that all students, regardless of ability level, produced at least one L2 response when provided with prompting during the DA. This finding is consistent with previous research that has provided evidence that students of all ability levels can learn a foreign language (Regalla & Peker, ). Some special needs students who participated in this study needed significant prompting on the DA, but prompting did result in student L2 production.…”
Section: Discussionsupporting
confidence: 93%
“…This is due in part to the scarcity of early childhood foreign language programs: Only approximately 25% of schools in the United States offer foreign language even at the elementary level (Pufahl & Rhodes, ), and few foreign language programs are available to children with special needs due to the practice of exemption (Wight, ). While a pilot study that was conducted at a unique charter school that practices full inclusion with an approximately 50% special needs population (United Cerebral Palsy [UCP] Bailes Campus) showed that special needs students could participate successfully in foreign language classes, the findings also showed that traditional assessments did not accurately measure their learning (Regalla & Peker, ). In that pilot study, participants had only two options for showing their learning: naming or identifying French vocabulary.…”
Section: Introductionmentioning
confidence: 99%
“…The use of technology, media, and other types of visual modalities in combination with auditory modalities (use of verbal and nonverbal means) to support learning is defined as multimodal instruction (Paivio, ). Studies have shown that the use of technology and multimedia, including auditory and visual modalities, leads to increased learning gains in both English as a second language classrooms (Bisson, van Heuven, Conklin, & Tunney, ; Kuo, Yu, & Hsaio, ) and foreign language classrooms (Regalla & Peker, ). For instance, in Bisson et al's (2013) study, participants who were exposed to multimedia stimuli showed higher scores in foreign language word learning than a control group that was taught without the multimedia supports, even days after a brief exposure to multimedia stimuli.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Not surprisingly, multimodal instruction has also been recommended for students with learning disabilities (Brady et al, 2015;Leons, Herbert, & Gobbo, 2009;Skinner & Smith, 2011), in part because students with disabilities typically need more time to process linguistic input and because the additional exposure to the language as well as the use of visual and other contextual supports for linguistic input that multimodal techniques provide, in addition to the spoken or written word, allows them to more easily comprehend and incorporate new knowledge into both short and long-term memory (Leons et al, 2009;Regalla & Peker, 2015). For example, multisensory approaches have been found to support students with dyslexia (Sidhu & Manzura, 2011).…”
Section: Introductionmentioning
confidence: 99%
“…The data reported here provide support for early‐start, well‐articulated, extended‐sequence language learning opportunities during which learners' oral language comprehension can be emphasized. Increased availability of both prekindergarten programs (see Regalla & Peker, ) and immersion or dual language programs could meet this need. Within more traditional educational structures, program designers might consider a variety of ways to increase learners' contact with the language beyond the approximately 180 hours per academic year—equivalent to the exposure to language in an L1 setting that a child would accrue in only 18 ten‐hour days.…”
Section: Pedagogical Implicationsmentioning
confidence: 99%