Making Exemption the Exception, Not the Rule: Inclusion of All Students in Foreign Language Education

Autor/inn/en	Peker, Hilal; Regalla, Michele
Titel	Making Exemption the Exception, Not the Rule: Inclusion of All Students in Foreign Language Education
Quelle	In: Foreign Language Annals, 54 (2021) 1, S.73-90 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peker, Hilal) ORCID (Regalla, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12513
Schlagwörter	Second Language Learning; Second Language Instruction; Vocabulary Development; Longitudinal Studies; Preschool Children; Inclusion; Program Descriptions; Standardized Tests; Transfer of Training; Linguistic Theory; Special Needs Students; Interference (Language); Disadvantaged; Decision Making; Teaching Methods; Language Tests; Native Language; Achievement Gains + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Standadised tests; Standardisierter Test; Training; Transfer; Ausbildung; Linguistische Theorie; Sonderpädagogischer Förderbedarf; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Achievement gain; Leistungssteigerung
Abstract	This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross-linguistic transfer, is situated in a context where students with special needs are fully included in all academic activities. Data were collected over 2 years from 60 students in the form of standardized tests and classroom tests of first and second language vocabulary. Results indicate that all students showed evidence of learning second language vocabulary, although students with special needs scored lower than their peers. Furthermore, all participants showed evidence of first language vocabulary increases contradicting assumptions that foreign language exposure may cause interference with the first language for special needs students. Implications include discussion of the least restrictive environment for students with special needs by questioning deficiency-centered decisions about foreign language exemptions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01