Inclusive Language Education and Digital Technology

Sonst. Personen	Beltran, Elina Vilar (Hrsg.); Abbott, Chris (Hrsg.); Jones, Jane (Hrsg.)
Titel	Inclusive Language Education and Digital Technology
Quelle	(2013), (200 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-84769-973-2
Schlagwörter	Language Usage; Deafness; Hearing Impairments; Dyslexia; Learning Modalities; Computer Software; Educational Technology; Technology Uses in Education; Inclusion; Case Studies; Second Language Instruction; Second Language Learning; Educational Policy; Special Education; Student Needs; Teacher Attitudes; English (Second Language); Language Teachers; Creativity; Educational Resources; Copyrights + Suchen Sie Ihr Suchwort? Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lernumgebung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Inklusion; Case study; Fallstudie; Case Study; Fremdsprachenunterricht; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Kreativität; Bildungsmittel
Abstract	This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners. Chapters include: (1) Modern Foreign Languages as an Inclusive Learning Opportunity: Changing Policies, Practices and Identities in the Languages Classroom (Jane Jones); (2) Technology Uses and Language -- A Personal View (Chris Abbott); (3) Meeting Special Educational Needs in Technology-Enhanced Language Teaching: Learning from the Past, Working for the Future (David Wilson); (4) The 21st Century Languages Classroom -- The Teacher Perspective (Elina Vilar Beltran and Auxiliadora Sales Ciges); (5) Using Technology to Teach English as a Foreign Language to the Deaf and Hard of Hearing (Ewa Domagala-Zysk); (6) Information and Communication Technology -- An Instrument for Developing Inclusive Practice in the Training of Modern Languages Teachers (Lynne Meiring and Nigel Norman); (7) Foreign Languages for Learners with Dyslexia -- Inclusive Practice and Technology (Margaret Crombie); (8) Creative Engagement and Inclusion in the Modern Foreign Language Classroom (John Connor); and (9) Conflicts between Real-Time Resources and the Storage of Digitized Materials: Issues of Copyright (Andreas Jeitler and Mark Wassermann). An index is included. (ERIC).
Anmerkungen	Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01