Accommodating Learning Disabilities in the English Language Classroom

Autor/inn/en	Sowell, Jimalee; Sugisaki, Larry
Titel	Accommodating Learning Disabilities in the English Language Classroom
Quelle	In: English Teaching Forum, 59 (2021) 1, S.2-11 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Learning Disabilities; English (Second Language); Second Language Instruction; Language Teachers; Teacher Competencies; Student Needs; Teacher Attitudes; Training; Disability Identification; Teacher Role; Inclusion; Notetaking; School Schedules; Fatigue (Biology); Teaching Methods; Direct Instruction; Learning Activities; Access to Education; Learner Engagement; Evaluation Methods; Scaffolding (Teaching Technique); Peer Teaching + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrkunst; Lehrerverhalten; Ausbildung; Lehrerrolle; Inklusion; Schulzeiteinteilung; Fatigue; Ermüdung; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lernaktivität; Education; Access; Bildung; Zugang; Bildungszugang; Peer group teaching; Peer Group Teaching
Abstract	It is estimated that ten percent of learners have some sort of learning disability; on average, this is two or three students per classroom (Butterworth and Kovas 2013). This means that, inevitably, all English language instructors will encounter students with learning disabilities in their classrooms and could encounter students with learning disabilities in each class. In 2018, we, the authors of this article, conducted a pilot study on learning-disability training for English as a foreign language (EFL) teachers. All the participants in our study had previously taught or were currently teaching English in EFL contexts. The majority of respondents in our survey (83 percent) indicated they were not confident about their abilities to assist students with learning disabilities. Among the study participants who had received training, the majority (52 percent) indicated their training had been relatively brief--lasting a day or less (Sowell and Sugisaki 2020). This article is a response to the need to provide more information about learning disabilities to English language teachers. (As Provided).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01