Teaching Languages to Students with Specific Learning Differences

This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia.

Author: Judit Kormos

Publisher: Multilingual Matters

ISBN: 9781847696229

Category: Language Arts & Disciplines

Page: 245

View: 994


This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.

Teaching Languages to Adolescent Learners

(We recommend Judit Kormos and Anne Margaret Smith's book (2012) Teaching Languages to Students with Specific Learning Differences, for a very readable and much more comprehensive coverage of this topic.) Landrum and McDuffie (2010) say ...

Author: Rosemary Erlam

Publisher: Cambridge University Press

ISBN: 9781108875929

Category: Language Arts & Disciplines


View: 901


Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7–13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9781108869812

English Language Teaching

Longman Jerome L, Gordon M, Hustler P (1994) A comparison of American and Canadian teachers' knowledge and attitudes towards attention ... In: Kormos J, Kontra EH (eds) Language learners with special needs: an international perspective.

Author: Lee McCallum

Publisher: Springer Nature

ISBN: 9789811921520

Category: Electronic books

Page: 356

View: 139


This book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries respective native languages. It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.

Assessing L2 Students with Learning and Other Disabilities

Teaching Languages to Students with Specific Learning Differences. Bristol, UK: Multilingual Matters. Martin, Nancy A. 2006. Test of Visual Perceptual Skills. Novato, CA: Academic Therapy Publications. Mather, Nancy, Donald D. Hammill, ...

Author: George Spanoudis

Publisher: Cambridge Scholars Publishing

ISBN: 9781443852845

Category: Education

Page: 315

View: 195


This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14 chapters. These explore various theoretical models and research findings that identify and evaluate the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of the accommodation practices employed so far. The studies involve both high-stakes tests and classroom-based assessments conducted by professionals and researchers working in the areas of psychology, special education and second/foreign language testing and assessment from various countries around the globe, including the USA, Canada, New Zealand and European countries such as Italy, UK, Greece, Germany, and Slovenia. The volume accommodates high-quality submissions that cover a gap in a research area that has long been in need of theoretical and empirical attention. This volume will become a valuable point of reference and springboard for future research initiatives.

Assessment for Dyslexia and Learning Differences

Gray, A. (2016) 'English as an Additional Language (EAL): Special Educational Needs and Dyslexia. The Role of the 21st Century ... Kormos, J. and Smith, A.M. (2010) Teaching Languages to Students with Specific Learning Differences.

Author: Gavin Reid

Publisher: Jessica Kingsley Publishers

ISBN: 9781784509118

Category: Education

Page: 136

View: 747


Filling a hole in the market for an informative and user-friendly guide to the topic, this is a go-to guide for any parent or teacher. Positive, empowering and written to suit an international audience, this guide is essential reading for education professionals and parents of children with dyslexia and other learning differences. It includes practical strategies, useful websites and resources, as well as ways of recognising early on that your child or pupil has dyslexia. The authors, experienced dyslexia and learning differences consultants, highlight the importance of effective and positive communication between home and school, as well as with the child. Assessment for Dyslexia and Learning Differences is the perfect pocket guide for busy professionals and parents, who will be able to read it one sitting or alternatively dip in and out of it as they please.

Embodying Language in Action

The Artistry of Process Drama in Second Language Education Erika Piazzoli ... Scenario: Journal for Performative Teaching, Learning and Research, 2011(2), 75–89. ... Teaching languages to students with specific learning differences.

Author: Erika Piazzoli

Publisher: Springer

ISBN: 9783319779621

Category: Language Arts & Disciplines

Page: 367

View: 973


This book explores embodiment in second language education, sociocultural theory and research. It focuses on process drama, an embodied approach that engages learners’ imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins by examining the aesthetic and intercultural dimension of performative language teaching, the elements of drama and knowing-in-action. The central part of the book examines issues related to play, emotions, classroom discourse and assessment when learning a language through process drama, in a sociocultural perspective. The third part is an analysis of the author’s qualitative research, which informs a subtle discussion on reflective practitioner methodology, learner engagement and teacher artistry. Each chapter includes a drama workshop, illustrating in practice what embodying language in action can look like when working with asylum seekers, adult learners with intellectual disabilities, pre-service teachers, international students and children involved in a Content and Language Integrated Learning (CLIL) programme. A unique combination of theory, research and reflective practice, this book provides valuable insights for teacher/artists, teacher educators and researchers in the fields of performative and sociocultural language learning.

International Perspectives on Diversity in ELT

The experience of teaching students with special educational needs seems to have been a positive one for the teachers, ... This book details the complex language learning processes of people with specific learning differences.

Author: Darío Luis Banegas

Publisher: Springer Nature

ISBN: 9783030749811

Category: Language Arts & Disciplines

Page: 322

View: 732


This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.

The Routledge Handbook of Hispanic Applied Linguistics

'Special education eligibility decision making in response to intervention models'. ... Identifying Gifted and Talented English Language Learners, Grades K–12. ... Teaching Languages to Students with Specific Learning Differences.

Author: Manel Lacorte

Publisher: Routledge

ISBN: 9781134691418

Category: Language Arts & Disciplines

Page: 700

View: 260


This book provides a comprehensive overview of Hispanic applied linguistics, allowing students to understand the field from a variety of perspectives and offering insight into the ever-growing number of professional opportunies afforded to Spanish language program graduates. The goal of this book is to re-contextualize the notion of applied linguistics as simply the application of theoretical linguistic concepts to practical settings and to consider it as its own field that addresses language-based issues and problems in a real-world context. The book is organized into five parts: 1) perspectives on learning Spanish 2) issues and environments in Spanish teaching 3) Spanish in the professions 4) the discourses of Spanish and 5) social and political contexts for Spanish. The book’s all-inclusive coverage gives students the theoretical and sociocultural context for study in Hispanic applied linguistics while offering practical information on its application in the professional sector.

TESOL Guide for Critical Praxis in Teaching Inquiry and Advocacy

The second language learning processes of students with specific learning difficulties . Routledge . Kormos , J. , & Smith , A. M. ( 2012 ) . Teaching languages to students with specific learning differences .

Author: Crawford, Jenifer

Publisher: IGI Global

ISBN: 9781799880950

Category: Education

Page: 547

View: 698


The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.

Facing Diversity in Child Foreign Language Education

Institute for Multisensory Structured Language Education. (2006–2009). http://www.multisensory education.net.au/. Accessed 24 June 2020. Kormos, J., & Smith, M. (2012). Teaching languages to students with specific learning differences.

Author: Joanna Rokita-Jaśkow

Publisher: Springer Nature

ISBN: 9783030660222

Category: Language Arts & Disciplines

Page: 326

View: 700


This edited book uses the concept of diversity in child foreign language education as a major organizing principle. Since a foreign language, most typically English, is taught globally to an increasing number of children, the variability in the process and varied learning outcomes are inescapable phenomena. This book has been constructed on the premise that heterogeneity, first, concerns young language learners, who due to the disparity in the pace of development need appropriately tailored educational solutions, and, second, it refers to a diversity of contexts in which learning takes place. The contexts can be defined on a macroscale (e.g. different countries), mesoscale (e.g. different institutions), and microscale (e.g. specific learner groups). The book consists of four thematic strands. In Part One the learner-internal causes of heterogeneity of young language learners are clarified. Part Two presents a sample of classroom studies in which learner variables, such as gender, learner preferences, and special needs are taken into account. Part Three looks at teaching materials and how they meet learners’ needs. Finally, Part Four highlights diversity issues that teachers should be prepared to face.