Teachers’ beliefs about Effective Foreign Language teaching of students with Intellectual Disability in a Greek EFL Context

Country Studied: Greece

Type of learning difficulty the Best Practice is supporting:

• Neurodevelopmental difficulties (intellectual disability).

Aims and objectives of Best Practice

This study examines the beliefs of EFL special education teachers regarding the instruction of students with intellectual disabilities. The aim is to highlight the methods and techniques employed by these teachers, as well as how they integrate technology into the EFL classroom.

Short description of Best Practice

Ten EFL special education teachers aged, 31 – 50, who teach students with intellectual disability at special/vocational schools in secondary education in the prefectures of Attica and Ioannina, Greece, took part in the study. The research took place during the academic year 2019-2020. The teachers participated in interviews either face-to-face at their school or via Skype. The length of the interviews varied between 40 and 50 minutes.

In the Greek education system, students with ID aged between six and twelve, who attend special education primary schools, are given the opportunity to learn English, but it is not a mandatory subject. For students aged between 13 and 18, who attend special/vocational schools in secondary education, English is a mandatory subject.

3 Key learning Principles that were used in this Best Practice to support learners with LD

1. Teachers express their beliefs regarding effective teaching methods and techniques for students with ID.
2. Teachers express their beliefs regarding the role of digital technology in teaching students with ID.
3. Special education teachers reflect upon their own lessons and express their beliefs regarding the problems that they face while teaching students with ID.

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.

Results and impact

• Regarding teachers’ beliefs about whether students with ID are able to learn a foreign language and whether they should learn a foreign language or not, all of the participants had positive beliefs.
• Most participants considered the traditional method of teaching to be ineffective.
• The majority of the teachers adopt principles based on the communicative approach.
• Half of the teachers held positive beliefs about multisensory teaching and consider it a very effective methodology.
• The participants do not hold positive beliefs about task based learning.
• The majority of the sample held positive beliefs about technology (e.g. touch screen technologies), stressing its usefulness in the foreign language teaching of students with ID.
• The vast majority of the participants believe that the use of technology has a very positive effect on students’ motivation.
• All of the participants stated that the EFL school textbook is not suitable for students with ID and it does not cater for their needs.
• The teachers stated that the training regarding the use of effective teaching methodologies and techniques was insufficient.
• Technology is used to a great extent as a form of reward or as a motivational factor so that the class can then “move on the actual lesson” as one teacher pointed out.
• It could be argued that there is a pressing need for further teacher training focusing on effective teaching methodologies as well as improving their digital technology skills.

Evidence as to why this was considered Good Practice

The interviews showed that further training of EFL teachers in teaching methods and use of digital technology is deemed necessary.

Transferability

The research findings suggest a lack of training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability. Furthermore, there is a notable lack of training in using digital technology.

Critical issues

The participants show a clear tendency to reject the traditional way of teaching while their difficulty to apply specialized techniques is also evident. It could be argued that there is a pressing need for further teacher training focusing on effective teaching methodologies as well as improving their digital technology skills. What is more, the issue of the unsuitability of the school textbook is highlighted, as the teachers are obliged to produce their own material in the present setting.

Any additional learning that we can take from this Best Practice, example:

Having a clear policy statement on the training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability as well as on using digital technology.