Innovative Inclusive Educational Technology in Language Classrooms and Learner Perspectives: A Study of Nine Learner Narratives

Kasch, Henrik

doi:10.1007/978-3-030-53294-9_50

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…However, deeming from the above searches appears, Universal Design and SEN-pedagogy appears to be largely understudied. Further, although the literature seems to be keenly aware that there are potentials of E-learning and Universal Design and adaptable accessibility, very few empirical studies appear to address Universal Design in E-learning (Kasch, , 2020. In computer-assisted language learning, studies by are thus found which test the viability of Universal Design and computer-assisted language learning.…”

Section: Literature Review and State Of The Artmentioning

confidence: 99%

Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching

Kasch

2022

ECEL

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Although computer-assisted language learning and computer-assisted learning can be seen to be the precursors of if not simply the very backbone of E-learning, it is still rare to connect E-learning with special education needs (SEN) pedagogy. The full potential of cross-breeding computer-assisted language learning and Universal Design for Learning has been experimentally investigated by this author, but apparently not by others. Findings in the above-mentioned studies point to augmented learning opportunities for the whole classroom by aiming to offer comprehensive scaffolds design reaching out to SEN learners. The comprehensive SEN-compatible design, though, can be used, as the author has documented (Kasch 2019, 2020) by non-struggling average and above-average learners as well so as to virtually disrupt the classical language pedagogical ideas of having to face the limits of "realistic mixed-ability teaching". Rather, as a few studies also point to - e.g. , E-Learning pedagogy can be enlightened by Universal Design for Learning (UDL) and thus offer learners what they need, being offered scaffolds and support they did not think belonged in language learning materials. This presentation will look at struggling and non-struggling learners' experiences of using assistive universally designed E-learning materials in interview responses (n = 32) in English language learning and come up with a proposal for how UDL can inspire language learning in E-learning designs and pedagogy in general so as to disrupt pedagogical thinking underlying contemporary E-learning designs in language teaching.

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Section: Literature Review and State Of The Artmentioning

confidence: 99%

Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching

Kasch

2022

ECEL

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“…Additionally, platform Bookbuilder created by CAST allow to make content in multiple formats (text, images, audio and videos) at the same time. This platform has used in different empirical studies with optimal results (Kasch, 2019, 2020; Proctor, Dalton, & Grisham, 2007).…”

Section: Teaching Foreign Languages Online To Special Educational Nee...mentioning

confidence: 99%

Teaching English to Special Educational Need Students through an Online Tool

et al. 2021

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Language learning through online tools has become customary, especially during COVID-19 pandemic, but this type of education does not always consider the requirements for students with special educational needs (SEN) despite teachers struggle to include disabled students in online teaching. This article presents the educational potential of using Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) to help SEN students learn English. First, a theoretical framework that covers the basis of the En-Abilities project and the UDL pedagogical principles that sustain the platform organisation and contents is provided. Then, practical examples of some of the activities and the results gathered after its practical implementation are shown. In the conclusions, achievements are summarised and new paths to explore in the field of foreign languages learning for students with SEN are foreseen.

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“…Previous studies have shown how technology has helped language learners find their prospects and overcome various issues and quandaries (Darling-Aduana & Heinrich, 2018;Kasch, 2019;Pacheco et al, 2017). Due to its flexibility, the flipped classroom model has become one of the latest trends in English teaching and learning practices that cater to learners of different needs and conditions.…”

Section: Introductionmentioning

confidence: 99%

Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

Shaari¹,

Shaari

Abdullah

2021

SiELE

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Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia.

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Innovative Inclusive Educational Technology in Language Classrooms and Learner Perspectives: A Study of Nine Learner Narratives

Cited by 3 publications

References 12 publications

Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching

Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching

Teaching English to Special Educational Need Students through an Online Tool

Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

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