Country Studied: Italy
Type of learning difficulty the Case Study is supporting:
- Learning Difficulties (dyslexia, dysorthographia, dyscalculia).
Aims and objectives of Case Study
This case study gives an overview of the results of a study concerning the application of CLIL model to dyslexia in order to propose methodological strategies able to help people with this disorder to learn languages. The work was addressed to some Calabrian students who have started to learn Spanish. After a brief discussion about dyslexia and CLIL model, we will underline the improvement showed by our experimental group.
The study confirms that CLIL can be a facilitator of learning.
‘CLIL is an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role.’ (Marsh in Coyle: 2006).
Short description of Case Study
The research was carried out on a sample of 13 Calabrian students of the same age group (10 years old) divided into two groups: the P1-8 group is made up of eight students with dyslexia, dysgraphia and dysorthographia who have only studied Spanish for a short period (approximately one year), thanks to an extracurricular project; the S1-5 group is made up of students who do not have any of the above-mentioned learning difficulties, and have a level of Spanish language proficiency equal to that of the other students. They participated in the case study as a control group and the results obtained have been used for comparison.
Both groups tested a didactic unit created specifically for the case study. The unit consisted of three lessons of approximately one and a half hours each, and half an hour dedicated to interaction. In addition to the phonetic-phonological sphere, the morphological and syntactic spheres have been observed. For each of the aforementioned areas, the variables that create the greatest difficulties for Italian-speaking students learning Spanish were examined (Calvi 1995; Carrera Díaz 2007).
At phonetic-phonological level, using Praat (a freeware program for the analysis and reconstruction of acoustic speech signals), researchers analyzed the sound analysing the spectrogram.
Concerning morphology, progress was also verified for both the group of students with dyslexia and the control group. They were asked to produce the negative form of 12 adjective.
With regard to the syntactic level, the analysis proved somewhat more complex. In fact, it was necessary to isolate the individual variables considered. Only those productions were examined which, with certainty, could be attributed to the knowledge or lack of knowledge of the rules proposed to them and which could not have been influenced by a transfer of their L1.
3 Key learning Principles that were used in this Case Study to support learners with LD
- Promoting approaches aimed at teaching both the subject content and a second language simultaneously.
- Supporting students’ language skills by providing an immersive environment where they use the target language to acquire knowledge.
- Helping learners retail what they have learned and continuously improve their skills.
Strategies used as part of Case Study
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
Results and impact
At the end of the analysis, which looked at each of the two groups separately, the results obtained were compared. Regarding phonetics, it can be observed that, while the group P1-8 tends to improve initially and stabilize subsequently, the group S1-5 shows a progressive improvement from the first to the third lesson. As far as morphology is concerned, on the other hand, it is easy to verify that, in contrast to phonetics, it is the P1-8 group that improves between the second and third lesson. The difference can be explained in that the morphological level is less immediate than the phonetic-phonological one and therefore requires greater reflection on the phenomenon considered in order to make it one’s own and then put it into practice. The same considerations can be made with respect to syntax. The P1-8 group drops from 28% to 17.5% and the S1-5 group from 34.4% to 14.4%. Again, errors are made initially, which are reflected upon, realized and subsequently applied correctly.
Why can this Case Study be useful for the project research?
This case study provides tangible evidence of the positive impact of CLIL in a real-world context. Such success story from a case study can inspire and encourage other educators to adopt CLIL. Indeed, some educators or stakeholders may be skeptical about the effectiveness of CLIL. This well-documented case study with measurable outcomes can help dispel doubts and provide evidence of the positive impact on both language proficiency and content knowledge.
By providing effectiveness of CLIL for foreign language learning in children with learning difficulties, the study helps build a compelling case for the adaption of CLIL in diverse educational settings.
Transferability
This case study on effectiveness of CLIL for foreign language learning in children with learning difficulties can be a valuable resource for educators, researchers, and policymakers in various contexts. It can be used in different settings:
- Teacher Professional Development: The case study can be used as a basis for teacher training programs. Educators from different institutions and countries can benefit from the strategies employed in the case study to better support children with learning difficulties in foreign language learning.
- Curriculum Design: insights from the case study can contribute to adapt curricula that integrate CLIL principles, ensuring inclusivity and addressing the needs of students with learning difficulties.
- Special Education Programs: educational institution can use the findings of the study to adapt or design curricula that integrate CLIL principles, making sure to address the needs of students with learning difficulties and promote their social inclusion.
- Exchange of Best Practices: The case study can be shared at the EU level contributing to the exchange of best practices in language education. Educators and policymakers from different countries can learn from the strategies employed and adapt them to their own contexts.
Resources used as part of Case Study
Critical issues
Students’ feedback on the overall learning experience is missing.
Any additional learning that we can take from this Case Study, example:
Further investigation into the specific factors contributing to the success of CLIL in children with learning difficulties. This can lead to the development of more targeted interventions.
