Learnlng ulsablllLles and lorelgn

Language Learnlng
karen valenzuela
Aura Crdova
!enny Sublabre
lranclsco Crellana
lorelgn Language SLudy
lor nond|sab|ed sLudenLs
LnrlchmenL and rewardlng
experlence
lor d|sab|ed sLudenLs
An sLressful and humlllaLlng
experlence
9roblem
lgnored unLll now
8ecognlLlon of sLudenLs havlng
dlfflculLles ln masLerlng Lngllsh because of
learnlng dlsablllLles
urgency Lo Lhe recognlLlon of Lhe
problem Lo flnd Lhe soluLlons
JhaL causes Lhe dlfflculLy?
PlsLorlcal facLors
AnxleLy
Lack of efforL
Lack of moLlvaLlon
9oor language learnlng hablLs
Low ablllLy" ln language learnlng
ulnklage keneLhe (1960s)
Parvards besL and brlghLesL sLudenLs noL passlng
language classrooms
I|nd|ngs
ulagnosed learnlng dlsablllLy ln Lhe pasL and
had been LuLored Lo overcome Lhe problem
undlagnosed dlsablllLy LhaL Lrlggers wlLh a
forelgn language
anschow and SparksCodlng ueflclL
PypoLhesls (LCuP)
ulfflculLles for forelgn language acqulslLlon are
Lhe cause of deflclencles on one or more of Lhe
llngulsLlc codes (phonologlcal semanLlc and
synLacLlc) ln Lhelr moLher Longue
1hese deflclencles are expressed ln Lhe oral and
wrlLLen aspecLs of language
ulfflculLles wlLh phonologlcal awareness"
Pow can learnlng dlsabled sLudenLs be
LaughL forelgn languages?
1WC AkCACnLS
1 lrom Lhe flndlngs on phonologlcal deflclLs ln
Lhe flrsL language
CrtonG||||ngham method of Leachlng
phonology Sounds LaughL ln a sLrucLured way
vlsual klnaesLheLlc and LacLlle pracLlce and
lnpuL
1o adapL forelgn language courses Lo meLhod
proved effecLlve for Lu sLudenLs
Lxamples
8educlng Lhe syllabus Lo essenLlal elemenLs
Slowlng Lhe pace of lnsLrucLlon
8educlng Lhe vocabulary demand
ConsLanL revlew
lncorporaLlng much mulLlsensory sLlmulaLlon
and supporL
lf Lhe condlLlons canL be meL?
rob|em
School resLrlcLlons
Lack of Lralned Leachers for Lu sLudenLs
Suggest|ons
A reallsLlc assessmenL of Lhe sLudenLs slLuaLlon
problems and needs
8easonable accommodaLlon
lamllles should lnform Lhe school and perhaps
provlde some llLeraLure on Lhe dlsablllLy
lnLegraLlon
ueLermlne Common Cb[ecLlves
LsLabllsh Currlcular AdapLaLlons
lnsLlLuLlon CrganlzaLlon
DisabIed Students in ChiIe (NEE)
Special Schools
Schools or classrooms in
Hospitals
Special
disabled
groups
Regular Schools
German Schoo| Sant|ago
Learnlng ulsablllLles
Spanlsh and erman Languages

1LACnING CkI1LkIA
kLADING
8eadlng 9roducLlon
lndlvldual evaluaLlon
lndlvldual progress
8eadlng Comprehenslon
8educe LexL lengLh
1exL Lype accordlng Lo level
CuesLlons by paragraphs
WkI1ING
raph moLor funcLlon
Conslder leglblllLy Lo Lhe exLend of
comprehenslble
Ask Lhe sLudenL Lo express orally lf llleglble
Spelllng
Conslder only mlsLakes sLudled
ln LexL coples more Lhan 3 mlsLakes a
second chance Lo revlse
ln oLher sub[ecLs spelllng ls noL consldered
9roducLlon
ln some sub[ecLs Lhere could be oral
evaluaLlon lf Lhere ls wrlLlng lnLerference
Lva|uat|on Cr|ter|a
Grades and Length
Irom 1th to 6
th
grade
Up to two years
1|me
AddlLlonal Llme
Instruct|ons
verlfy lndlvldual comprehenslon
Clear up lnsLrucLlons and read Lhem agaln
Lo dlsabled sLudenLs lndlvldually
Slmpllfy lnsLrucLlons
Support to |earners attent|on
8e aLLenLlve Lo learners dlsLracLlon
Ask sLudenL Lo check evaluaLlon
Check evaluaLlon wlLh learner
Learn|ng D|sab|||t|es |n SSCC
LducaLlonal 9sychologlsL Mr 1ullo Carmona
34 years of experlence
9hu LducaLlonal 9sychology and neurosclence
9ersonal de Apoyo
SSCC ConLexL
36 sLudenLs per class
1here ls no esLabllshed ulfferenclaLed
LvaluaLlon process deLermlned by Lhe school
lL ls lefL Lo Leacher's wllllngness
MlsLmaLch beLween academlc excellence and
admlsslon procedures
8oom Leacher deLecLs dlfflculLles ln sLudenLs
and suggesLs Lhe speclallsL Lo sLudy each case
eneral suggesLlons for Leachers whlch
someLlmes do noL flL sLudenLs speclal
characLerlsLlcs
1eachers' eneral assumpLlons
8a[ar la escala
uarles mas Llempo
Con alLernaLlvas es ms fcll
1eacher's Cp|n|on
ls Lhere any Lype of speclal evaluaLlon?
JhaL are Lhe characLerlsLlcs of speclal
evaluaLlon ln Lhe school?
JhaL are Lhe common dlfflculLles sLudenLs
face ln Lngllsh?
Students' op|n|on
l do well ln Lngllsh malnly because
l do noL geL good marks ln Lngllsh because
My oplnlon abouL Lhe marks l geL
Classwork
Lab
LxLraprogram
l feel LhaL Leachers / Lngllsh Leachers could
SSCC Lng||sh Department rocedures
W ueLermlned by Lhe ueparLmenL of Lngllsh Lo
deslgn 3 forms ln a LesL A 8 C (ulf)
W Skllls based approach level of dlfflculLy
accordlng Lo sLudenLs requlremenLs
W Learnlng beglns ln Lhe flrsL monLhs of llfe And parenLs or
careLakers are our chlldren's flrsL Leachers
W Language ls made of bulldlng blocks Lhe consonanLs and
vowels LhaL make up words Lvery language uses a unlque seL
of bulldlng blocks
W lnfanLs are whaL kuhl llkes Lo call clLlzens of Lhe world" Larly
ln llfe lnfanLs can hear dlfferences beLween all Lhe
consonanLs and vowels (Lhe bulldlng blocks") used ln any
language 1helr ablllLles far exceed our own As adulLs we
are no longer clLlzens of Lhe world" Je are culLurebound"
llsLeners Je can hear dlsLlncLlons beLween Lhe sounds used
ln our own language buL have dlfflculLy wlLh Lhe sounds of
oLher languages
W SLudles show LhaL lnfanLs begln learnlng Lhe bulldlng blocks of Lhelr
language very early
W SLudles show LhaL early ln developmenL Lhe lnfanL braln ls mapplng Lhe
paLLerns of language by 6 monLhs lndlvldual vowels and consonanLs by
9 monLhs Lhe paLLerns of words
W As Lhe lnfanL braln sLarLs Lo masLer lLs own language someLhlng
lnLeresLlng happens lnfanLs begln Lo lgnore Lhe sound dlfferences LhaL
are noL relevanL Lo Lhelr language
W 1hey become more adulLllke and lose Lhelr sLaLus as clLlzens of Lhe
world" 1hey become more culLurebound [usL llke us 1hls speclallzaLlon
ls essenLlal for language learnlng and lllusLraLes how powerful early
learnlng ls
MoLherese" or 9arenLese" speech
9arenLese ls a unlque raLher sllly soundlng klnd of
speech we use when we Lalk Lo chlldren
9arenLese conLalns exaggeraLed excepLlonally well
formed phoneLlc unlLs more so Lhan adulLdlrecLed
speech Language lnpuL Lo lnfanLs ls an enrlched slgnal
LhaL makes lL easler for chlldren Lo learn
ulagnoslng chlldren wlLh readlng problems may be
easler ln Lhe fuLure SLudles now show LhaL lnfanLs'
ablllLles Lo dlsLlngulsh speech sounds aL 6 monLhs of
age correlaLes wlLh laLer language ablllLles
Is there a d|sab|||ty for |earn|ng
a fore|gn |anguage?
Learners may show learnlng dlsablllLles ln a second language
when Lhey do noL ln Lhelr flrsL A learnlng dlsablllLy may be so
subLle ln a flrsL language LhaL lL ls masked by an lndlvlduals
compensaLory sLraLegles eg geLLlng general lnformaLlon
Lhrough Lhe overall conLexL when speclflc words or concepLs
are noL undersLood and subsLlLuLlng known words for words
LhaL cause dlfflculLy
SomeLlmes a learnlng dlsablllLy does noL manlfesL lLself ln Lhe
learners flrsL language because of Lhe sysLemaLlc sLrucLure
or LransparenL naLure of hls naLlve language versus Lngllsh
lor example a readlng dlsablllLy may be more
pronounced ln Lngllsh Lhan ln Spanlsh where Lhe
soundsymbol correspondence sysLem ls more
predlcLable
ueallng wlLh learnlng dlsablllLles ls a complex lssue
even wlLh adulL naLlve speakers buL for lmmlgranLs
and refugees Lhe problem ls magnlfled
1here has been a loss of confldence ln knowlng LhaL
a sLudenL dlagnosed as havlng Lu really has Lu
1he prlnclple of early deLecLlon and early lnLervenLlon ls
Lherefore a sLarLlng polnL for conslderaLlon of posslble sLraLegles
for lnLervenLlon
Learnlng dlfflculLles are developmenLal
As many learnlng dlfflculLles are geneLlcallydrlven 1herefore
envlronmenLal sLraLegles are requlred Lo reduce Lhe lmpacL of an
lnherlLed vulnerablllLy Lo a learnlng dlfflculLy
lnLervenLlons LhaL address underlylng causes early ln Lhe
developmenLal Lra[ecLory are mosL llkely Lo be effecLlve 1he
earller LhaL learnlng dlfflculLles are deLecLed and Lhe earller LhaL
lnLervenLlons are puL lnLo place Lhe beLLer Lhe chlld's evenLual
menLal caplLal and well belng and Lhe more valuable Lhelr
conLrlbuLlon Lo socleLy
1eachers speaklng Lo chlldren wlLh Lu may
slmpllfy Lhelr language ln order Lo address
llsLeners noL skllled ln Lhe speakers language
Some people use slgn language Lo
communlcaLe wlLh oLhers especlally lf Lhey
have a hearlng problem alLhough Lhls ls noL
always undersLood by people so Lhey may use
a baby Lalkllke language Lo communlcaLe
When adu|ts are he|p|ng |nfants |earn to ta|k |t |s remarkab|e how much of
th|s he|p comes natura||y and unconsc|ous|y 1ake the case of a mother
engaged |n facetoface p|ay w|th a s|xmontho|d ch||d
1he moLher gazes lnLo Lhe chllds face and ralses Lhe plLch of
her volce Lo a hlgh reglsLer
She makes swooplng changes from low Lo hlgh from sofL Lo
loud
She exaggeraLes consonanL sounds and sLreLches ouL vowel
sounds
She speaks ln senLences wlLh few words and slmple synLax
She leaves pauses ln her uLLerances she speaks and walLs
speaks and walLs as lf she were lnvlLlng Lhe baby lnLo a
conversaLlon and showlng hlm where Lo sloL hls uLLerances