A Policy of Inclusion: Alternative Foreign Language Curriculum for High-Risk and Learning-Disabled Students.

Autor/in	Pritikin, Lorin
Titel	A Policy of Inclusion: Alternative Foreign Language Curriculum for High-Risk and Learning-Disabled Students.
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiotape Recordings; Class Activities; Classroom Techniques; Curriculum Design; Dialogs (Language); Educational Policy; French; Graduation Requirements; High Risk Students; High School Students; High Schools; Inclusive Schools; Instructional Materials; Learning Disabilities; Learning Problems; Mainstreaming; Multisensory Learning; Phonetic Transcription; Phonology; Program Descriptions; Pronunciation Instruction; Second Language Instruction; Second Language Learning; Second Languages; Student Developed Materials; Teaching Methods; Textbooks; Writing Exercises + Suchen Sie Ihr Suchwort? Klassenführung; Lehrplangestaltung; Dialog; Dialogs; Dialogue; Dialogues; Politics of education; Bildungspolitik; Französisch; Abschlussordnung; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inclusive school; Integrative Schule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning handicap; Lernbehinderung; Lernproblem; Sensorische Stimulation; Lautschrift; Fonologie; Ausspracheübung; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Schreibübung
Abstract	As an alternative to waiving foreign language requirements for students with learning disabilities or learning problems, a policy of inclusion in foreign language programs is proposed, based on research suggesting that alternative language teaching methods can be effective with these populations. The rationale for such a policy and the theoretical and research basis for corresponding teaching methods are outlined, focusing on the use of multisensory structured language teaching techniques, and an approach adopted in one high school French program is described. The program's linguistic components include: distribution of audio tapes of the course; dialogues including colloquial language use, some generated by the students themselves; use of a textbook; tactic/kinesthetic reinforcement through writing exercises; daily phonology drills and syntax practice; phonetic transcription exercises; repetition and review; reduction in the amount of material taught; and a variety of student assessment methods. Cultural components include: the history of the language; current events; taped immigrant interviews; and geography. Logistical and organizational considerations in creating and implementing such a curriculum are discussed briefly. Contains 13 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01