Country Studied: Greece
Area of Focus: LD Difficulties
Type of learning difficulty the Best Practice is supporting:
- Reading and writing difficulties
Aims and objectives of Best Practice
- Provide opportunities for students to practice and review a concept frequently (repetitive principle).
- Teach language concepts in a logical progression and help students to categorize concepts; also organize these language concepts from simple to complex (structured, sequential principles).
- Build on what students already know, and make the connection between the known and the new information explicit (cumulative principle).
- Systematically and explicitly teach the phonemes or speech sounds of the foreign language.
- Directly teach students the sounds of the letters in the foreign language and the letter(s) the sounds represent (alphabet/phonetic principle).
- Show students how to think about a language concept to be learned and ask them to explain the concept in their own words; examples include rules for applying word endings, appropriate word order, and subject/verb agreement (metacognitive principle)
- Model for students the way to break apart words while reading, especially words with more than one syllable (analysis principle).
- Model for students the way to put parts of words back together for spelling (synthetic principle).
Short description of Best Practice
- When teaching new sounds or phonemes and symbols, teach only one or two at a time. Emphasize how to use mouth movements to produce clear pronunciations. After pronouncing the sound, have students simultaneously trace, say, and repeat the sound pattern. Repeated, explicit modeling is key, as is clarifying for students the difference between the native and the foreign language pronunciation of the same letter pattern.
- Conduct a task analysis of the concept to be learned. Break the concept into small working steps that are often considerably more detailed than a typical textbook presentation of the steps. Model for students how to think through the concept step by step. It sometimes helps to present a memorization/recall device, such as a song, mnemonic device, or color-coding (which works well with rules for word endings).
- Use several learning channels simultaneously (listening, speaking, reading, and writing) to teach a language concept.
- Use simple visual aids, such as picture clues, whenever possible.
- Provide structured overviews (study guides, summary sheets, and graphic representations) of the material covered.
- Provide guided pair work activities to practice and reinforce a concept, pairing a strong student with a weaker student.
- Use color coding for gender, verb/noun agreement, and other matching principles in the foreign language to highlight a concept.
3 Key learning Principles that were used in this Best Practice to support learners with LD
- Use devices to remember a concept, such as songs with specified grammatical sentence structures, special rhythms, and words in the native language that sound like the word in the foreign language.
- Explicitly model study and test-taking strategies.
- Avoid gap-filling exercises, such as vocabulary or grammar worksheets, unless choices of answers are provided.
- Take time to explain how to read grammatical charts in foreign language textbooks.
- Provide sufficient time during tests to accommodate students with slow language processing skills.
Strategies used as part of Best Practice
- Adapting instruction to various learning styles.
- Individualized Learning Plans.
- Guidance on creating and implementing individualized learning plans.
- Collaboration with support services and professionals.
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
Sensory integration techniques can be particularly beneficial for individuals with learning difficulties, especially those who may have sensory processing issues. Activities that engage different senses can help in improving focus, reducing anxiety, and enhancing learning.
Results and impact
The study of a foreign language is becoming increasingly important in our global economy and multilingual society. Many at-risk students can benefit from the study of a foreign language in the appropriate learning environment. Unfortunately, such an environment may not be available. In some high schools, colleges, and universities in the United States, another option is to substitute courses on culture for the foreign language requirement. In most cases, to receive accommodations, the student must be classified as having a learning disability. Some schools may accept a history of failure in foreign language courses. Schools that offer options generally include a statement in the school’s governance document; alternatively, the student might talk to the school’s learning assistance specialist.
Evidence as to why this was considered Good Practice
The results of all practices require time and continuous effort from both the student and the teacher. The goal is even a small step, a small change and gradually the result will start to be more obvious. With the right method and daily work anyone can learn anything!
Transferability
These techniques can be used accordingly in other institutions if and when they are carried out by an expert.
Resources used as part of Best Practice
Present a Structured Support Program:
You can improve the comprehension of students with LD by presenting the class with a clear syllabus. Set the stage by telling your students what you expect from them in the classroom. Explain what the language goals are and which materials are essential.
According to a study by the Western Association for College Admission Counseling, more students than ever are overcoming their difficulties and pursuing higher education. This means that support services are now more than ever a necessity for inclusive classrooms. In particular, the study shows that learners with LD may require a higher level of support at the beginning of a language course.
Support your students for success by including step-by-step instructions to tasks, and show examples of quality work. Layout what the non-negotiable class rules are, such as raising a hand before you speak, to help learners with LD succeed as class members.
Critical issues
Given that these students face particular language challenges, they are difficulties in their mother tongue, there is a generally negative attitude towards language learning for these students both from the point of view of parents and teachers alike. However, the multiculturalism in modern societies makes it imperative to know at least one foreign language.
Any additional learning that we can take from this Best Practice, example:
Empowering individuals with learning difficulties to make their own decisions, wherever possible, is essential. This requires providing them with the information they need in a way they can understand, and supporting them to weigh their options and express their preferences.
Any Additional Information or Resources
Creating a Supportive Environment:
A supportive environment is one that is adapted to the individual’s needs and promotes their well-being. This includes a safe and accessible physical environment, as well as a supportive social atmosphere.
Safe and Accessible Living Spaces:
Modifying living spaces to ensure safety and accessibility is important. This might involve removing physical barriers, using sensory-friendly lighting and colours, and providing assistive devices.
