Students With Learning Disabilities and AD/HD in the Foreign Language Classroom: Supporting Students and Instructors

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 that students of all abilities developed basic communication skills in French and demonstrated enjoyment of the French program.

Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Early Language Learning for All: Examination of a Prekindergarten French Program in an Inclusion Setting

Regalla

Peker

2015

“…However, these assumptions and recommendations—that there is a “special” relationship between LDs and FL learning and a specific “disability” that justifies classification as an LD and requires special accommodations—are not supported by empirical evidence. Rather, they are supported by case studies of individual learners (Abrams, ), case studies of modified classes and special programs (Leons, Herbert, & Gobbo, ), personal anecdotes (Simon, ), educators who have made decisions about foreign language accommodations (Scott & Banerjee, ), and literature reviews of course substitution and waiver policies (Wight, ).…”

Section: Beliefs Policies and Practicesmentioning

confidence: 99%

Myths About Foreign Language Learning and Learning Disabilities

Sparks¹

2016

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability have been supported by anecdotes, personal opinions, and case studies, the beliefs themselves have not been supported by empirical evidence. Advocates of a disability for FL learning have ignored the empirical evidence, which substantiates that there is, in fact, not a special relationship between FL learning and LDs, nor is there a unique disability for FL learning. This article cites several myths about LDs and FLs and examines the evidence that falsifies each of the myths.

“…While in many content areas students can circumvent challenges they have faced in their native language, within the foreign language classroom, language is the content, compounding these difficulties (Ofiesh, 2007). Within the linguistic components of language acquisition, phonology, syntax, semantics, and morphology were found to be particularly problematic areas for language learners (Downey & Snyder, 2000;Ganschow, Sparks, & Javorsky, 1998;Leons, Herbert, & Gobbo, 2009;Simon, 2000;Sparks, Ganschow, Javorsky, Pohlman, & Patton, 1992). Anxiety (Ganschow et al, 1994) and a more traditional focus on memorization and grammar have also been demonstrated to increase the struggles of students with disabilities within foreign language learning (DiFino & Lombardino, 2004).…”

Section: Potential Areas Of Difficultymentioning

confidence: 99%

Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

Wight

2015

This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with special needs. It aims to question the policy of granting foreign language exemptions while additionally providing insights for educators into the development of inclusive foreign language learning environments.