Bienvenidos a Todos: Strategies for Supporting Students with Learning Disabilities in a Foreign Language Classroom

Autor/inn/en	Osipova, Anna V.; Ricci, Leila A.; Menzies, Holly
Titel	Bienvenidos a Todos: Strategies for Supporting Students with Learning Disabilities in a Foreign Language Classroom
Quelle	In: Journal of the International Association of Special Education, 16 (2016) 1, S.89-98 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Second Language Instruction; Learning Disabilities; Student Characteristics; Teaching Methods; Phonology; Alphabets; Phonemes; Syllables; Intonation; Language Rhythm; Reading Instruction; Spelling; Scaffolding (Teaching Technique); Verbs; Attention; Recall (Psychology); Rhyme; Native Language; Semantics; Metacognition; Spanish + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Fonologie; Buchstabenschrift; Fonem; Silbe; Sprachrhythmus; Leseunterricht; Schreibweise; Aufmerksamkeit; Abberufung; Reim; Semantik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Spanisch
Abstract	Learning a foreign language is a critical skill in the current context of globalization and multicultural communication. Present secondary and post-secondary foreign language classes admit increasing numbers of students with learning disabilities (LD). Given the particular challenges faced by these students in the area of language processing, learning a foreign language in school settings can seem an unsurpassable obstacle. In this article, we describe the learning characteristics of students of LD and present specific teaching strategies that help teachers support these students' acquisition of a foreign language. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://www.iase.org/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01