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Teaching Foreign Languages to Students with Learning Difficulties

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  1. Module 1. About Learning Difficulties
    1 Topic
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    1 Quiz
  2. Module 2. Learning Outcomes in FLT
    7 Topics
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    1 Quiz
  3. Module 3. Key Principles Described
    5 Topics
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    1 Quiz
  4. Module 4. Lessons Methodology
    9 Topics
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    1 Quiz
  5. Module 5. Exercises
    5 Topics
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    1 Quiz
  6. Module 6. Tips for Teachers
    5 Topics
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    1 Quiz
  7. Module 7. Good practices
    3 Topics
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    1 Quiz
  8. Module 8. How to Assess the Learning Outcomes
    5 Topics
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    1 Quiz
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General tips

  • There are always alternative paths to improve the quality of learning, for any discipline and any type of student.
  • Language learning methodologies for adults with LDs have to focus mainly on personalisation and accessibility.
  • A dynamic assessment and a diagnosis of learners’ thinking skills in combination with their cultural values, implemented in different types of learning contexts (e.g., tests, teacher observations, etc.) is very relevant for language learning.
  • Adopting the learning principle of individualisation – adjusting learning pace according to individual needs, proposing different inputs to try to meet different learning styles.
  • Adopting the learning principle of systematisation – the material must be clear, understandable and transparent.
  • Using games, simulations, role playing, presentations, and activity-based lessons which reinforce or extend the lesson content and encourage students to apply the information that has been previously taught or discussed: this type of lesson format is characterised by students being actively engaged, participating in the planning process, and learning by discovery.
  • Using activity-based and experiential lessons because these teaching formats offer options to assign different roles to students, delegate tasks that are matched to the learner’s ability level and knowledge base, individualise the presentation of information and differentiate the materials more effectively than in lecture/demonstration or whole class inquiry format.
  • Using structured, multisensory, direct and explicit teaching approaches that help students understand the structure of language and provide sufficient opportunities for consolidation.
  • Providing dynamic activities that alternate between different types of exercises, practical and/or creative ones.
  • Using methods based on music, art and psychology.
  • Precisely explaining expectations regarding cooperation, homework, expected achievements, etc.
  • Using predictable structure and routine.
  • Making available time for hourly repetition of key concepts.
  • It is important to give positive feedback and praise the learners often.
  • The learners can be supported not only by the teacher, but also by peers.

Tips for learners with ASD

  • To propose visual strategies considering that all visual materials helpful for learners with autism, both for learning and development of communication skills, as well as for broadening their understanding and regulating their behaviour. Its great effectiveness is explained by a great capacity of people with autism to save images.
  • To have a bank of activities because the visual agenda enables learners to be well prepared to develop the proposed activities.
  • Reducing reading volume in the classroom.
  • To anticipate what is going to be done because what is new or unusual may cause anxiety in learners with ASD.
  • Giving directions appropriately considering that, usually, learners with ASD can struggle to follow directions and break attention from their current task. They must learn the meaning of the instructions that are assigned to them and carry them out like the rest of the class.
  • Praising and recognising achievements considering that people with ASD need many strategies to help them broaden their interests and understand other people’s reactions to know how to behave appropriately.
  • Using Applied Behaviour Analysis (ABA) for the development of functional communication and improving vocabulary and language skills (i.e. by applying the techniques of picture exchange communication system and video self-modelling performing a behaviour).

Tips for learners with dyslexia

  • Making available more time to solve tasks, write notes and for tests.
  • Using of computer when writing, or making available a class assistant for writing notes.
  • Using of more flash cards and focus on speaking and pronunciation, rather than reading and writing.
  • It is important to focus on relevant skills for learning, and to motivate adults by making learning stimulating.
  • The design of early, timely and focused detection of learners’ difficulties (diagnostic tools and diagnostic procedures), especially in relation to reading and writing, leads to more effective teaching intervention, reducing stress and enhancing self-confidence, autonomy and motivation of learners.
  • To make the lessons more interesting and understandable, teachers can give additional explanation, instruction, constant repeating, worksheets printed in colour, learning materials can be organised into small steps, graphics and diagrams can be used for a better understanding.
  • Enlarging the font size of texts, encouraging more speaking than writing.

Tips for learners with ADHD

  • Using play and action-learning to make the learning process more enjoyable. Learners are more willing to participate and get involved if they are encouraged to focus their attention and retain information.