Inclusive Language Teaching

Abstract

Catering to students with different abilities and special educational needs has become an important paradigm in many educational systems around the world. The UN Convention on the Rights of Persons with Disabilities, ratified by most UN members, has contributed a lot to the efforts of including learners with disabilities in regular schools and classrooms. Inclusive language classrooms still pose many challenges both for their teachers, their learners, and researchers working in this field.

Appendices

The Research Questions

• 1. What is ‘inclusive language teaching’?

• 2. What means of differentiation might be employed given certain (specific) learning difficulties and special educational needs (SEN)?

• 3. What means of assessment is most effective for certain (specific) learning difficulties and SEN?

• 4. What methods, techniques, and approaches can be applied effectively in heterogeneous groups of learners?

• 5. How far can certain language skills and competences be fostered for both learners with special educational needs and those without?

• 6. How far can the teaching of literature or culture attribute to inclusive language teaching?

• 7. How can assistive technologies effectively help learners with difficulties or SEN in learning a foreign language?

• 8. What disability compensations exist in different educational systems for learners with SEN and how are they put into practice by teachers/schools/institutions?

• 9. What beliefs do teachers have of effective inclusive language teaching and how do these beliefs show in their everyday practice?

• 10. What teacher knowledge is necessary to create inclusive language learning environments?

Suggested Resources

Kormos, J., & Smith, A. M. (2012). Teaching Languages to Learners with Specific Learning Differences. Bristol: Multilingual Matters.

The book introduces its readers to the social construct of “disability” and its implications for education and teaching before it deals with specific learning differences, especially dyslexia and associated learning differences. The authors’ approach is therefore inclusive in the sense that it immediately seeks solutions to—or at least ways of dealing with—different learning difficulties without focusing on pathological or disability constructions. In addition to dyslexia and difficulties such as Specific Language Impairment, Dyspraxia, ADHD and Asperger’s Syndrome, the authors focus on the cognitive and emotional dimensions of language learning, how difficulties can be identified in language teaching as well as means of accommodating these learning differences.

Kormos, J., & Kontra, E. H. (2008). Language Learners with Special Needs: An International Perspective. Bristol: Multilingual Matters.

This edited volume presents research on different learning difficulties and challenges from different countries around the world, among which are Canada, Hungary, Norway, Poland, the United States, and the United Kingdom. Although dyslexia is, again, a strong focus due to its immediate influence on language learning, the authors also present research on language aptitude, language anxiety, learners with ADHD, and deaf EFL learners. Apart from raising more research questions, the papers give insights into addressing learning difficulties in inclusive classroom settings. Interestingly, the final chapters deal with teachers’ perceptions of dyslexic language learners as well as their views on inclusive education within a TEFL landscape.

Oxford Position Paper: Inclusive Practices in English Language Teaching.

Based on the works and expertise of a panel of experts from schools, universities, curriculum developers and policymakers, this comprehensive position paper presents both an overview of the most common difficulties and challenges found in inclusive language learning settings (with a focus on English language teaching). These challenges (e.g. dyslexia, autism, ADHD, social, emotional and behavioral difficulties, different mother tongues due to refugee history of students) are seen as causes of difficulties in language learning and discussed within a frame of both professional development opportunities for language teachers, as well as guidelines for inclusive teaching, testing, and assessment. In addition to that, the authors stress the importance of cooperation and collaboration between the different stakeholders to provide fruitful learning environments for all language learners.

Although this position paper deals with many issues in a summarised, very practice-oriented form and addresses primarily teachers and policymakers, many open questions remain that could be dealt with in research (seminars) and in strong cooperation with language teachers who struggle with learning differences of their students.