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881 |
A marked shift in first language acquisition theory with implications for second language teaching
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In: Virtual Press (1980)
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882 |
A Study of Fronting, Voicing, and Stopping Based on Olmsted's Data in Eighty-Seven Children ...
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Coberly, Mary. - : Department of Linguistics, University of Colorado Boulder, 1979
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885 |
One word at a time: The use of single-word utterances before syntax
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886 |
The effects of extralinguistic control of comprehension and production in the non-fluent child
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887 |
Variation and Reduction as Aspects of Competence in Child Language
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888 |
The Resurgence in Child Language Research, 1965-1975: Language Development Review
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890 |
Talking, understanding, and thinking: Developmental relationship between receptive and expressive language
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891 |
Language development: Form and function in emerging grammars
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893 |
Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994. - ; 0002 : Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994. -
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In: Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994
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Leibniz-Zentrum Allgemeine Sprachwissenschaft
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895 |
A Spanish three model unit on food: a teaching philosophy with complementary instructional practices
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896 |
Individuals with intellectual disabilities and second language acquisition: a framework for approaching inclusive foreign language instruction
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Abstract:
Master of Arts ; Department of Modern Languages ; Mary T. Copple ; Special education under the Individuals with Disabilities Education Act (IDEA) is aimed at providing each eligible child with an appropriate education tailored to their needs in order to be successful in life. Agreeing on what those needs are can be difficult for educators and parents. For some children the goal can be going to college or finding employment; for others, it is independent living. Even though inclusion and learning in the least restrictive environment is currently the norm in the American public-school system, where second language education is concerned, children with an Intellectual Disability (ID) do not receive the same opportunities as their typically developing peers. Instead of integrating children with an ID in existing world language classes, providing differentiated instruction, or offering different ways to obtain world language credit, language waivers are often automatically provided in order to ensure graduation. If parents express a wish to maintain a home language other than the main instructional language, they are generally discouraged by both the medical community and educational professionals, and the heritage language is not integrated in instruction. However, those recommendations are not always grounded in scientific research, but rather on assumptions, a lack of resources, or a failure to understand the need for world language education. This report synthesizes relevant research on the effects of learning a second language and explores the potential benefits for individuals with an ID. In addition, current teaching techniques are reviewed, and suggestions are provided for how teachers may want to adapt these techniques for language instruction with children with an ID.
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Keyword:
Differentiation; Gamification; Home language; Inclusive L2 classrooms; Intellectual Disability; Second language acquisition
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URL: http://hdl.handle.net/2097/40232
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897 |
Always a lighthouse, toujours un homme: exploring non-literal translation techniques in video game localizations or the purposes of second language acquisition
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898 |
Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German
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899 |
Longitudinal Survey of Language Acquisition in Children Adopted from Ethiopia & India
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900 |
The Effect of Different Teaching Techniques on Acquiring the Grammatical Gender of Nouns in German as a Foreign Language
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