1 / 23

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.

mikaia
Télécharger la présentation

Design Strategies for Inclusive Foreign Language Classrooms

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related