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Design Strategies for Inclusive Foreign Language Classrooms

Design Strategies for Inclusive Foreign Language Classrooms. Wade Edwards, PhD Modern Languages Program Coordinator, Longwood U Sally Scott, PhD Director of Disability Resources, U of Mary Washington Better Learning by Design Conference ° Burlington, VT ° 2 June 2011. Overview.

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Design Strategies for Inclusive Foreign Language Classrooms

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  1. Design Strategies for Inclusive Foreign Language Classrooms Wade Edwards, PhD Modern Languages Program Coordinator, Longwood U Sally Scott, PhD Director of Disability Resources, U of Mary Washington Better Learning by Design Conference ° Burlington, VT ° 2 June 2011

  2. Overview • Welcome and Introductions • The Perfect Storm: Disabilities and Language Acquisition • Project LINC: Learning in Inclusive Classrooms

  3. The Perfect Storm

  4. Trends in College Foreign Language Instruction/Learning • An era of multiculturalism and global outreach • Report from the Modern Language Association (2007) • American Council on the Teaching of Foreign Languages Standards: 5Cs (2008)

  5. Incidence of College Students with Disabilities All DisabilitiesLD 1978 2.3% no data 1984 4% 1.2% 1998 9.8% 3.5% 2004 11.3% 7% U.S. Department of Education National Center for Education Statistics, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04, table 6.1. 2010 national data 11% National Postsecondary Student Aid Study (2010)

  6. Areas of LD that impact Foreign Language Learning • Difficulty encoding and decoding in the native language • Phonological processing • Syntax • Auditory processing • Working memory • Leons, E. & Hebert, C. (2002) World languages and the student with learning disabilities: Best practices. In L Shea and S. Strothman (Eds.), Teaching in the disciplines: Classroom instruction for students with learning disabilities. Putney, VT: Landmark College.

  7. Other Disabilities with Possible Impacts on L2 Learning • ADHD • Asperger’s • Articulation Difficulties • Hearing Impairment • Other Disabilities from Instructor Experience?

  8. Transition Issues (for All Students) • Placement testing • Dual enrollment (high school and college) • Gap in time since high school language classes • Different academic expectations • Instructor background and preparation

  9. Barriers Reported by Students with Disabilities • Instruction in the target language • Group work • “High stakes” oral assessment • Inflated expectations for fluency • Overall anxiety and lack of confidence • Other ideas?

  10. Baseline Data Foreignlanguage grades (fall 06-fall 08)

  11. Project LINC Learning in Inclusive Classrooms www.longwood.edu/projectlinc

  12. Project LINC • A 3-year grant funded by the US Department of Education See http://www2.ed.gov/programs/disabilities/index.html • PURPOSE: To develop a portable training curriculum to support new, part-time, and temporary foreign language instructors in inclusive classroom techniques.

  13. Initial Challenges • Finding common ground: Modern Languages Program and Disability Resources • How do we support adjuncts/lecturers? • Shifting models of disability: Moving from medical model to social model

  14. Two-pronged Approach • Support for addressing legal mandates • University procedures • Traditional accommodations plus • Encouraging more inclusive instruction • Universal Design for Instruction • ACTFL Standards for Foreign Language Learning

  15. Accommodation and Communication Strategies • Foundation Workshop Overview • The Power of Design • Importance of Teaching All Students • Sample Communication Tools • Expanded Accommodations • Early Warning Form • Tracking Chart

  16. Inclusive Instruction • Topical Workshops Overview • Sample Instructional Products • First Week of Class • Foreign Language Autobiography • Target Language Aids

  17. For me, foreign language is like… • Some positive reactions: • …a new start. It adds a new dimension to your character. • …a doorway to another world. • …the key to living a successful life. • …an exciting experience that allows me to communicate with other people. • …a great chance to expose myself to others.

  18. For me, foreign language is like… • Some challenging reactions: • …being stuck on a deserted island where nobody can hear you scream. • …pulling out my teeth, one by one and very slowly. • …getting a shot; I dread it, but it must be done. • …a bad little brother or a scary movie.

  19. For me, foreign language is like… • Some creative reactions: • …a first grade band with a lot of strange sounds. • …holding a hot cup of coffee and realizing that you have to sneeze. • …riding with someone who is driving and texting at the same time. • …high-heeled shoes: both painful and sexy.

  20. Emerging Outcomes • LINC website for foreign language instructors • General disability information • Statistics on foreign language learning and disabilities • Modular training materials for individual or group work www.longwood.edu/projectlinc

  21. Module Topics • Foreign Language Pedagogy • Use of the Target Language • Group work • Assessment • Error correction • Links to information on general inclusive practices

  22. Data Update Fall 06-Fall 08 Spring 09-Fall 10

  23. Wrap Up • Thanks for completing our project evaluation form • Contact us • Sally Scott sscott2@umw.edu • Wade Edwards edwardswa@longwood.edu • www.longwood.edu/projectlinc

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