Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses

Arries, Jonathan F.

doi:10.1111/0026-7902.00008

Cited by 32 publications

(43 citation statements)

References 38 publications

(42 reference statements)

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“…In consequence, they experience anxiety due to their awareness of their difficulties, comparing their aptitude with those of their classroom peers. Their anxiety also derives from a lack of appropriate compensatory strategies at their disposal in other subjects or from a lack of comprehension of some of the classroom activities (Arries, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Abu‐Rabia¹,

Peleg²,

Shakkour³

2014

OJML

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This study examines the relation between linguistic skills, personality types, and language anxiety amongst eighty Israeli Grade 11 students whose mother tongue is Hebrew and who are learning English as a second language. The participants were administered various tests measuring their basic linguistic skills in Hebrew as their first language (L1), including phonological and morphological awareness, working memory, rapid naming-and a series of language tests: vocabulary, word and text reading, pseudo-word reading, and spelling. They were also administered tests in English as a foreign language (EFL): vocabulary, word recognition, letter identification, text reading, and pseudo-word reading. All the participants completed an anxiety questionnaire with respect to both language sets, together with a personality questionnaire based on the Big Five model. The findings demonstrated a significant positive correlation between all the L1 and EFL linguistic skills. A significant negative correlation was obtained between the linguistic skills in both languages and anxiety towards English and Hebrew. The participants also exhibited similar levels of anxiety towards both languages. The results further identified the contribution made by personality types-neuroticism in particular-to the prediction of language anxiety and EFL success. All the findings are discussed in light of the literature, suggestions being made for future research possibilities.

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Section: Discussionmentioning

confidence: 99%

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Abu‐Rabia¹,

Peleg²,

Shakkour³

2014

OJML

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“…Second, difficulties in acquiring foreign languages are often related to basic language learning problems in native language: decoding/comprehension and basic phonemic awareness (Arries, 1999). Students with reading disabilities who lack phonemic awareness might not fully grasp how spoken words are comprised of sound segments (Sparks & Ganschow, 1993), and this problem in decoding within their native language will affect their ability to learn the second language.…”

Section: Barriers To Effective Language Instruction For Students Withmentioning

confidence: 99%

Students with Disabilities

Kleinert¹,

Cloyd²,

Rego³

et al. 2007

TEACHING Exceptional Children

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until the school day started. Andrew loved to greet me in Spanish with a big smile on his face and hold the door open for me. Andrew was indeed one of my most eager students. He did not learn the vocabulary as quickly as some of the other third graders, but he was excited to be in Spanish class and excited to use whatever he did learn. Andrew is also a student with autism.As the example illustrates, it is possible for students with disabilities to be included successfully in foreign language instruction, even from a young age. This article shows why such instruction can be important and how it can be done effectively. Access for All to the General CurriculumWith the provisions of both the Individuals with Disabilities Education Act of 1997 and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 1997 and, educators must ensure that all students have the opportunity to participate and progress in the general curriculum.These requirements are further bolstered by the No Child Left Behind Act of 2001; all students between Grades 3 and 8 are to be tested annually in math and language arts (and in science in selected grades beginning in 2007), and students are to be tested in these subjects at least once during their high school years as well. Clearly, teachers of students with disabilities are devoting considerable effort to how their students with disabilities can be included in the general curriculum and achieve at high levels (Clayton,

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“…En el caso de los escolares con dislexia, están evidenciadas las dificultades que presentan para aprender una segunda lengua (p.e. : Arries 1999;Vellutino, Fletcher, Snowling, y Scanlon, 2004). Concretamente, su perfil se caracteriza por una adecuada adquisición del segundo idioma a nivel oral pero presentan problemas en actividades de lectura y/o escritura.…”

Section: -Introducciónunclassified

“…Por ejemplo, los alumnos pueden tener problemas previos asociados al aprendizaje de su lengua materna; concretamente, Vellutino y Scanlon (citado en Sparks y Ganschow, 1993) señalan que las causas serían dificultades en la fonología y/o de la sintaxis de la lengua nativa. En el mismo sentido, Arries (1999) también apoya el procesamiento fonológico como una de las problemáticas más frecuentes y destaca, como se ha comentado anteriormente, que la dislexia también sería otra causa de dificultad. Por su parte, García y Tyler (2010) argumentan que otros de los factores relacionados con las DA de una segunda lengua serían los problemas asociados con la adquisición de nuevo vocabulario, problemas en el procesamiento auditorio y visual y/o con la codificación y organización de información nueva.…”

Section: -Introducciónunclassified

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Estudio exploratorio sobre dificultades en el aprendizaje de una segunda lengua: la opinión del profesorado

Molina

Fernández

2016

ESPIRAL-CUADERNOS DEL PROFESORADO

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RESUMEN:Este artículo tiene como objetivo examinar la posible existencia de una dificultad específica para adquirir una segunda lengua (inglés). Para ello, se elaboró y aplicó una entrevista a docentes especialistas y tutores con el propósito de identificar a los alumnos con bajo rendimiento en inglés y analizar si dicho rendimiento se circunscribía solo al ámbito del aprendizaje de la segunda lengua o era generalizado a más áreas curriculares. Los resultados mostraron que, si bien el 79% de los escolares que no superan dicha materia presentan problemas generalizados, existe un 21% que presentan una dificultad específica de adquisición del idioma extranjero. Se discuten las implicaciones educativas de la existencia de este tipo de problemática para el aprendizaje del inglés. Palabras clave: dificultades de aprendizaje, adquisición de una segunda lengua, maestro especialista lengua extranjera, educación primaria. ABSTRACT: The main aim of this paper is to examine the possible existence of a specific difficulty to learn a second language (English). Therefore, we developed and applied an interview for specialist teachers and tutors in order to identify students with low performance in English and analyse the causes of this failure. The results show that 79% of students who fail in English have widespread problems but there is a 21% with a specific learning disability in a second language. Educational implications of this specific problem for learning English are discussed.

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Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses

Cited by 32 publications

References 38 publications

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Students with Disabilities

Estudio exploratorio sobre dificultades en el aprendizaje de una segunda lengua: la opinión del profesorado

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