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Teaching languages to students with specific learning differences / Judit Kormos and Anne Margaret Smith

By: Kormos, Judit.
Contributor(s): Smith, Margaret.
Material type: TextTextPublisher: 2012Description: 232 s.ISBN: 9781847696199.Other classification: Eu | Eu
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Biblioteket Eu Available 80050395548
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Enhanced descriptions from Syndetics:

<p>This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.</p>

Table of contents provided by Syndetics

  • Preface (p. xi)
  • 1 Views of Disability in Education (p. 1)
  • Introduction (p. 2)
  • The interaction between language and thought (p. 3)
  • Models of disability reflected in discourses (p. 5)
  • A medical discourse (p. 7)
  • A legal discourse (p. 8)
  • A discourse of social construction (p. 9)
  • Discourses of disability in educational settings (p. 10)
  • Inclusive discourses of disability (p. 12)
  • Labelling and self-identification (p. 13)
  • Challenging dominant discourses (p. 15)
  • Summary of key points (p. 16)
  • Activities (p. 16)
  • Recommended reading (p. 17)
  • 2 What Is Dyslexia? (p. 19)
  • Introduction (p. 20)
  • A historical overview of dyslexia research (p. 20)
  • Definitions of dyslexia (p. 21)
  • Basic learning mechanisms (p. 24)
  • Reading processes and learning to read (p. 28)
  • Behavioural manifestations and cognitive correlates of dyslexia (p. 30)
  • Cognitive and neurological explanations of dyslexia (p. 33)
  • Summary of key points (p. 38)
  • Activities (p. 38)
  • Further reading (p. 39)
  • 3 Associated Learning Differences (p. 41)
  • Introduction (p. 42)
  • Specific Language Impairment (p. 42)
  • Dyspraxia (p. 44)
  • Dyscalculia (p. 46)
  • Attention deficit and hyperactivity disorder (p. 48)
  • Asperger's Syndrome (p. 52)
  • Summary of key points (p. 55)
  • Activities (p. 56)
  • Further reading (p. 57)
  • 4 Cognitive and Emotional Aspects of Language Learning (p. 59)
  • Introduction (p. 60)
  • What processes are involved in language learning? (p. 60)
  • Cognitive abilities in language learning (p. 61)
  • Affective factors in language learning (p. 64)
  • An overview of the language learning difficulties of students with an SpLD (p. 65)
  • Vocabulary learning (p. 68)
  • Acquisition of grammar (p. 71)
  • Reading in L2 (p. 72)
  • Writing in L2 (p. 74)
  • Producing and understanding oral texts (p. 77)
  • Towards success in language learning (p. 79)
  • Summary of key points (p. 80)
  • Activities (p. 81)
  • Further reading (p. 81)
  • 5 Identification and Disclosure (p. 83)
  • Introduction (p. 84)
  • Identification (p. 85)
  • Observation (p. 86)
  • Screening (p. 88)
  • Formal Identification (p. 90)
  • Assessment in a second language context (p. 93)
  • Disclosure (p. 95)
  • Disclosing assessment findings to the student (p. 96)
  • Passing on information to class teachers and external bodies (p. 97)
  • Sharing information with family (p. 98)
  • Disclosing to peers (p. 99)
  • Student disclosure to an institution (p. 99)
  • Summary of key points (p. 101)
  • Activities (p. 101)
  • Frther reading (p. 102)
  • 6 Accommodating Differences (p. 10)
  • Introduction (p. 105)
  • Environment (p. 105)
  • Light, temperature and volume (p. 106)
  • Furniture (p. 107)
  • Equipment (p. 107)
  • Materials (p. 109)
  • Curriculum (p. 111)
  • Organization of subject matter (p. 111)
  • Classroom tasks and assessments (p. 112)
  • Differentiation (p. 113)
  • Communication (p. 114)
  • Instructions (p. 115)
  • Feedback (p. 115)
  • Self-esteem (p. 116)
  • Classroom management (p. 117)
  • Grouping (p. 118)
  • Routine (p. 118)
  • Pace (p. 119)
  • Developing learning skills (p. 119)
  • Study skills (p. 119)
  • Metacognitive thinking skills (p. 120)
  • Summary of key points (p. 123)
  • Activities (p. 123)
  • Further reading (p. 123)
  • 7 Techniques for Language Teaching (p. 125)
  • Introduction (p. 126)
  • Multi-sensory teaching methods (p. 126)
  • Teaching the sound and spelling system of the L2 (p. 130)
  • Teaching vocabulary (p. 132)
  • Teaching grammar (p. 134)
  • Teaching reading (p. 135)
  • Teaching listening (p. 137)
  • Teaching speaking (p. 139)
  • Teaching writing (p. 141)
  • Summary of key points (p. 143)
  • Activities (p. 143)
  • Further reading (p. 144)
  • 8 Assessment (p. 145)
  • Introduction (p. 146)
  • Overview of key constructs in language assessment (p. 146)
  • Validity and fairness (p. 147)
  • Accommodations and modifications (p. 149)
  • Types of accommodations and selecting accommodations (p. 151)
  • Accommodations and modifications in high-stakes language proficiency tests (p. 154)
  • Classroom-based assessment (p. 156)
  • The purpose of evaluation (p. 156)
  • Planning the assessment (p. 157)
  • Types of assessment tasks (p. 159)
  • Collecting and analysing information (p. 16)
  • Summary of key points (p. 164)
  • Activities (p. 164)
  • Further reading (p. 165)
  • 9 Transition and Progression (p. 167)
  • Introduction (p. 168)
  • Factors that cause stress in transition (p. 169)
  • Environmental and physical transitions (p. 171)
  • Academic and cognitive challenges of transition (p. 171)
  • Social demands of transition (p. 172)
  • Psychological transitions (p. 172)
  • Strategies that students and their families can implement (p. 173)
  • Strategies that the existing institution can implement (p. 177)
  • Developing personal qualities and academic skills (p. 177)
  • Good communication (p. 177)
  • Independence (p. 178)
  • Career advice (p. 179)
  • What receiving institutions can do to facilitate transition (p. 180)
  • Phased in transition (p. 180)
  • Reassessment of support requirement (p. 180)
  • Information (p. 181)
  • Moving on to employment (p. 183)
  • Conclusion (p. 184)
  • Summary of key points (p. 185)
  • Activities (p. 186)
  • Further reading (p. 186)
  • Appendices
  • Appendix 1 (p. 187)
  • Appendix 2 (p. 189)
  • Appendix 3 (p. 190)
  • Appendix 4 (p. 194)
  • Appendix 5 (p. 197)
  • Appendix 6 (p. 200)
  • References (p. 203)
  • Index (p. 221)