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Modern languages and Specific Learning Difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning
Abstract
In modern language (ML) distance learning programmes, teachers and students use online tools to facilitate, reinforce and support independent learning. This makes it essential for teachers to develop pedagogical expertise in using online communication tools to perform their role. Teachers frequently raise questions of how best to support the needs of their diverse groups of adult language learners.
This is particularly relevant in the case of modern language students with learning difficulties, including dyslexia, whose previous experiences of language learning can sometimes be negative and frustrating. This case study relates to a staff development project which took place between December 2012 and June
2013 at the Department of Languages in the Open University, UK, and involved 12 ML teachers across a range of languages and levels. In the Dyslexia and Modern Language Learning project, teachers worked and learnt together to: (1) develop understanding of key issues in relation to ML learning and dyslexia, (2)
share good practice and experiences through reflection and collaboration, (3) find effective methods and strategies to support adult ML learners with dyslexia and (4) facilitate the joint design of learning resources for the online environment. The study presents the findings and the outcomes of the project, including the
set of teaching and learning resources produced by the teachers as well as their recommendations on good practice. It also discusses the impact of the project on developing ML teachers’ attitudes and practices when supporting adult students with dyslexia.
Since 2008, the Taiwanese government has been establishing Active Aging Learning Centers (AALCs) throughout Taiwan. As of 2021, AALCs had been established in Taiwan’s 368 townships and cities, representing a milestone in the development of senior education in Taiwan. This study investigated the experiences of AALC lecturers with various teaching methods and analyzed the importance of these methods. Semistructured interviews were conducted with 24 selected lecturers (8 men and 16 women aged 28–71 years). The results revealed the following: (1) Emphasizing the comprehensiveness of a course and the professional qualifications it provides at the beginning of that course can motivate learners to learn. (2) The lecturers adopted four teaching techniques: understanding differences, keen observation, interactive teaching, and teaching demonstration. These techniques had different implementation principles and levels of importance in lecture- and practical courses. (3) Teaching methods centered on older adults should satisfy the psychological and self-esteem needs of older learners and help them acquire knowledge and master skills; as such, teachers should simultaneously exhibit warmth and impart knowledge. (4) The integration of and reflection on teaching practices facilitated the integration of teaching content with teachers’ expertise and experience and highlighted the importance of senior learning.
Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, & Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either “presence” or “distance”.
This paper draws from interview data from the “New Geographies of Learning” project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that “nearness” to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop resilience in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings.
The virtual learning environment (VLE) has grown to become a piece of complex infrastructure that is now deemed critical to higher educational provision. This paper looks at Moodle and its adoption in higher education. Moodle’s origins, as an open source VLE, are investigated and its growth examined in the context of how higher educational institutions adopt VLEs.
What has happened with the construct of foreign language aptitude since 1990, at which time symposium participants from around the world agreed that the "Time has come to rethink the notion of what constitutes aptitude to learn foreign languages?" To answer this question, we begin with a review of studies on foreign language aptitude and its measurement prior to 1990. We then describe research and thinking in the 1990s in several areas, including affective variables; language learning strategies; learning styles as contributors to aptitude; and aptitude as a cognitive construct affected by language variables. Next, we review research on individual differences in language learners and the importance of phonological/orthographic processing for foreign language learning. Finally, we suggest new directions for research in foreign language aptitude.
Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior and language learning effort.
The presumption of mainstream schooling and the removal of core status for foreign language learning at Key Stage 4 are presenting new challenges to our ideal of foreign language learning for all. In the current climate, the case for including children with special educational needs in foreign language classes has to be made with greater clarity than ever. In this article Hilary McColl considers what foreign language learning is really for and how we can justify its inclusion in the curriculum of all our young people. She suggests that for all learners, whatever their ability, foreign language learning only makes sense if it is set within the context of the communities that use the language, and that for some learners these twin concepts of ‘communication’ and ‘community’ can only be understood if we make explicit links between what is distant-and-strange and what is close-and-familiar. She asks whether the courses we currently offer can achieve the outcomes we say we desire, and suggests what steps we need to take to make them more fit for purpose.
In today's world where great value is placed on global understanding, the acquisition of languages is essential. Academics would agree that the study of other languages provides students access to the cultural and intellectual heritage of cultures other than their own. Additionally, such study gives new and different perspectives on the structure and complexity of English. For the majority of students, the fulfillment of the college foreign language requirement is not problematic. But what happens to the individuals who have difficulty fulfilling the requirement? This article describes the special difficulties university students with dyslexia and other language learning difficulties have in satisfying the foreign language requirement. The article also provides a checklist of warning signs that identify students who are at risk for failure in foreign language classes, academic options to help students with language learning difficulties, and recommendations for alternative teaching methodologies for students who do not have the ability to learn a foreign language through traditional teaching methods.
The experiences of students taking the same course by distance learning were compared when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). Study 1 was a quantitative survey using an adapted version of the Course Experience Questionnaire and the Revised Approaches to Studying Inventory. Study 2 was another quantitative survey using the Academic Engagement Form. Study 3 was an interview-based examination of the students’ conceptions of tutoring and tuition. In all three studies, the students receiving online tuition reported poorer experiences than those receiving face-to-face tuition. Study 3 showed that tutoring was seen not only as an academic activity but also as a highly valued pastoral activity. To make online tuition successful both tutors and students need training in how to communicate online in the absence of paralinguistic cues.
In the past 25 years, scientific understanding of dyslexia and other learning disabilities has seen rapid progress in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention. I discuss this progress, emphasizing the central organizing influence of research and theory on basic academic skills on identification and sampling issues. I also emphasize how neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia.
For 10 years, the authors of this article have examined cognitive, affective, and linguistic influences on foreign language learning. They have proposed the Linguistic Coding Differences Hypothesis (LCDH) as a model for understanding foreign language learning problems. The authors review their empirical support for the LCDH and explain the diagnostic, pedagogical, and policy implications of their research.
The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter has a summary at the start and, at the end, key points and 'points to consider' are looked at.
A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process.
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. © 2013 Elina Vilar Beltrán, Chris Abbott, Jane Jones. All rights reserved.
Parallel to the increase of online language teaching, teachers’ training needs have long been established and researched. However, the training needs of students have not yet been fully acknowledged. This paper focuses on learner training as preparation for language classes where online synchronous conferencing is used. It presents an action research cycle consisting of planning and conducting training sessions, analysing evaluative feedback, reflecting on changing needs, re-designing the provision and reiterating the sessions. The research focuses on three iterations of the learner training conducted over a 21-month period, drawing on almost 500 completed student feedback responses. The findings show that students considered the training sessions helpful in establishing how online language classes operate and in gaining confidence to participate actively. Specifically, they benefited from using their L1 to practice techniques for projecting their social presence in an online communicative situation, where they needed to compensate for the absence of non-verbal communication that characterizes face-to-face encounters. As for their teachers, the research demonstrated a need for them to reflect on the terminology they use to explain computer mediated communication (CMC) tools. It also indicated the feasibility of modifying the functionality of the tools. The article concludes with good-practice recommendations for the provision of learner training in online language classrooms.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.
Currently, there is a quiet but insistent discussion gaining voice and prominence among educators, legislators, and students alike to actively evaluate and enforce the development of new standards that address the specific educational accessibility needs of those individuals with disabilities. Unfortunately, understanding the process of implementing accessible distance education has been slow to come to fruition despite the increasing enhancements of technology. With each new technology developed and implemented by institutions of higher learning, the need to address the accessibility component of each course offered is essential. Since approximately 600 million people worldwide have some type of disability, public and private entities should be aware of the many issues which may affect the learner of the media being utilized (United Nations Educational, Scientific and Cultural Organization, 2006). Campuses are pushing the latest and greatest technology in regards to distance education, but as the debate regarding online accessibility continues, institutions are in need of comprehensive training in order to work proactively to ensure that all learners can benefit. The key to moving toward full and equal accessibility for everyone begins with a clearly defined definition of the term, as well as an understanding of the term in relation to the types of technology that exist. Begin with Keywords: accessibility, compliance, disability, distance education, higher education
This text on multisensory structured language education (MSLE) provides the foundation for MSLE and offers components of instruction and effective teaching strategies that teachers can put into practice for students with dyslexia and others struggling to learn to read, write, and spell. Chapters include: (1) "Multisensory Instruction" (Louisa C. Moats and Mary L. Farrell); (2) "Development of Oral Language and Its Relationship to Literacy" (Lydia H. Soifer); (3) "Phonological Awareness and Reading: Research, Activities, and Instructional Materials" (Joanna K. Uhry); (4) "Alphabet Knowledge: Letter Recognition, Naming, and Sequencing" (Kay A. Allen with Marilyn C. Beckwith); (5) "A Short History of the English Language" (Marcia K. Henry); (6) "Teaching Reading: Accurate Decoding and Fluency" (Suzanne Carreker); (7) "Teaching Comprehension from a Multisensory Perspective" (Margaret Taylor Smith); (8) "Teaching Spelling" (Suzanne Carreker); (9) "Teaching Handwriting" (Lynn Stemple-Mathey and Beverly J. Wolf); (10) "Composition: Expressive Language and Writing" (Judith C. Hochman); (11) "Multisensory Mathematics Instruction" (Margaret B. Stern); (12) "Applying Multisensory Techniques to Interdisciplinary Studies" (Cecily Selling and Dorothy Flanagan); (13) "Organization and Study Skills" (Claire Nissenbaum); (14) "Assessment of Progress" (Margaret Jo Shepherd); (15) "Transition to the General Classroom and Content Areas" (Shary Maskel); (16) "Reading and Writing Instruction in Adult Basic Education" (Joan R. Knight); (17) "Working with the High-Functioning Dyslexic" (Susan H. Blumenthal); and (18) "Parenting the Child with Dyslexia" (Betty S. Levinson). (Chapters include references.) Field-tested instructional materials and activities are included. (CR)
Two studies (involving 295 kindergartners and 75 2nd- and 6th-graders) were conducted to provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability. Convergent evidence of 3 types is presented as documentation that deficiencies in phonological coding and phonemic segmentation (PS) are a direct cause of deficiencies in word identification (e.g., evidence from a longitudinal study demonstrating the predictive validity of PS ability, and evidence from a training study demonstrating that training in PS and alphabetic mapping had a salutary effect on a task simulating word identification and code acquisition). It is concluded that phonologic coding deficits constitute a major source of reading difficulty in beginning readers, although there is suggestive evidence that semantic and syntactic deficits also may cause such difficulty. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper elaborates on the components of a working definition of developmental dyslexia. It follows the general format of
a paper by Lyon published in Annals of Dyslexia in 1995, which elaborated on a working definition proposed in 1994 (Lyon,
1995). The current definition agreed on by the work group updates and expands on the working definition from 1994.
Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author takes the position that there is not a distinct "disability" that can be called an FLLD. He reviews several years of research evidence indicating that any proposal for such a distinct entity is problematic. To support his position, he reviews problems with the current definition and diagnostic criteria for LD. He then cites the many difficulties inherent in the development and use of (a) a logically consistent, easily operationalized, and empirically valid definition of and (b) diagnostic criteria for the FLLD concept. The author then discusses how FL learning problems occur along a continuum of very strong to very poor language learners, and he explains how the proponents of an FLLD misuse the concept of FL aptitude. Finally, the author cites implications resulting from the research evidence on FL learning problems and use of the term FLLD.
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