design strategies for inclusive foreign language classrooms
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Design Strategies for Inclusive Foreign Language Classrooms. Wade Edwards, PhD Modern Languages Program Coordinator, Longwood U Sally Scott, PhD Director of Disability Resources, U of Mary Washington Better Learning by Design Conference ° Burlington, VT ° 2 June 2011. Overview. - PowerPoint PPT PresentationTRANSCRIPT
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DESIGN STRATEGIES FOR INCLUSIVE FOREIGN LANGUAGE CLASSROOMS
Wade Edwards, PhDModern Languages Program Coordinator, Longwood U
Sally Scott, PhDDirector of Disability Resources, U of Mary Washington
Better Learning by Design Conference ° Burlington, VT ° 2 June 2011
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Overview
• Welcome and Introductions
• The Perfect Storm: Disabilities and Language
Acquisition
• Project LINC: Learning in Inclusive Classrooms
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The Perfect Storm
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Trends in College Foreign Language Instruction/Learning
• An era of multiculturalism and global outreach
• Report from the Modern Language Association (2007)
• American Council on the Teaching of Foreign Languages Standards: 5Cs (2008)
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Incidence of College Students with Disabilities
All Disabilities LD
1978 2.3% no data
1984 4% 1.2%
1998 9.8% 3.5%
2004 11.3% 7%U.S. Department of Education National Center for Education Statistics, Profile of Undergraduates in U.S.
Postsecondary Education Institutions: 2003–04, table 6.1.
2010 national data 11%National Postsecondary Student Aid Study (2010)
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Areas of LD that impact Foreign Language Learning• Difficulty encoding and decoding in the
native language • Phonological processing• Syntax• Auditory processing• Working memory• Leons, E. & Hebert, C. (2002) World languages and the student
with learning disabilities: Best practices. In L Shea and S. Strothman (Eds.), Teaching in the disciplines: Classroom instruction for students with learning disabilities. Putney, VT: Landmark College.
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Other Disabilities with Possible Impacts on L2 Learning• ADHD• Asperger’s• Articulation Difficulties• Hearing Impairment• Other Disabilities from Instructor
Experience?
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Transition Issues (for All Students)• Placement testing• Dual enrollment (high school and
college)• Gap in time since high school language
classes• Different academic expectations• Instructor background and preparation
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Barriers Reported by Students with Disabilities• Instruction in the target language• Group work• “High stakes” oral assessment• Inflated expectations for fluency • Overall anxiety and lack of confidence• Other ideas?
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Baseline Data10
Foreign language grades (fall 06-fall 08)
FINAL GRADE
FINAL GRADE
FINAL GRADE
FINAL GRADE
A-C D F W
Disability 63% 12% 7% 18%
No Disability 76% 12% 7% 5%
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Learning in Inclusive Classrooms
www.longwood.edu/projectlinc
Project LINC
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Project LINC• A 3-year grant funded by the US
Department of Education
See http://www2.ed.gov/programs/disabilities/index.html
• PURPOSE: To develop a portable training curriculum to support new, part-time, and temporary foreign language instructors in inclusive classroom techniques.
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Initial Challenges• Finding common ground: Modern
Languages Program and Disability Resources
• How do we support adjuncts/lecturers?
• Shifting models of disability: Moving from medical model to social model
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Two-pronged Approach• Support for addressing legal mandates
o University procedureso Traditional accommodations plus
• Encouraging more inclusive instructiono Universal Design for Instruction o ACTFL Standards for Foreign
Language Learning
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Accommodation and Communication Strategies
• Foundation Workshop Overviewo The Power of Designo Importance of Teaching All Students
• Sample Communication Toolso Expanded Accommodationso Early Warning Formo Tracking Chart
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Inclusive Instruction
• Topical Workshops Overview• Sample Instructional Productso First Week of Classo Foreign Language Autobiographyo Target Language Aids
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For me, foreign language is like…• Some positive reactions:
o …a new start. It adds a new dimension to your character.
o …a doorway to another world.o …the key to living a successful life.o …an exciting experience that allows me
to communicate with other people.o …a great chance to expose myself to
others.
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For me, foreign language is like…• Some challenging reactions:
o …being stuck on a deserted island where nobody can hear you scream.
o …pulling out my teeth, one by one and very slowly.
o …getting a shot; I dread it, but it must be done.
o …a bad little brother or a scary movie.
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For me, foreign language is like… • Some creative reactions:
o …a first grade band with a lot of strange sounds.
o …holding a hot cup of coffee and realizing that you have to sneeze.
o …riding with someone who is driving and texting at the same time.
o …high-heeled shoes: both painful and sexy.
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Emerging Outcomes
• LINC website for foreign language instructors
o General disability informationo Statistics on foreign language learning
and disabilitieso Modular training materials for
individual or group workwww.longwood.edu/projectlinc
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Module Topics
• Foreign Language Pedagogyo Use of the Target Languageo Group worko Assessmento Error correction
• Links to information on general inclusive practices
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Data Update22
Fall 06-Fall 08
Spring 09-Fall 10
FINAL GRADE
FINAL GRADE
FINAL GRADE
FINAL GRADE
A-C D F W
Disability 63% 12% 7% 18%
No Disability 76% 12% 7% 5%
FINAL GRADE
FINAL GRADE
FINAL GRADE
FINAL GRADE
A-C D F WDisability 75% 14% 5% 5%No Disability 74% 13% 7% 5%
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Wrap Up
• Thanks for completing our project evaluation form
• Contact uso Sally Scott [email protected] Wade Edwards [email protected] o www.longwood.edu/projectlinc
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