Session 7
Inclusion of Students with Learning Difficulties
In this session you will be exposed to academic as well as professional materials pertaining to helping students with specific learning difficulties in the EFL classroom. All of the materials pertain to EFL learning, as opposed to mother tongue English learning. There is a difference. Read through the articles, watch the videos, learn and ask questions.
The best way to begin is with our own Arona Gvaryahu.
As I am sure most or all of you know her, I will just say that she is our expert in residence here in the Ministry (and especially in REED) for all issues dealing with English learning and students with learning difficulties and Special Education. You can always reach her at gvaryahu@gmail.com
Arona Gvaryahu writes:
English is the leading international language. In many countries, the knowledge of English is mandatory for academic success from the early grades. Success in learning English as a Foreign Language (EFL) seems to be closely connected to learner self-esteem and to the belief in oneself as a successful learner in the future.
Students with learning disabilities often have considerable difficulty mastering the various aspects of English language learning, namely, reading, vocabulary building, spelling, and written as well as oral expression. EFL teachers are often given the responsibility of including these learners in their classrooms successfully, and of helping them achieve grade-appropriate skills. In order to do so, it is necessary to understand what a learning disability is and why learning English can be so challenging. In addition, it is important to know how to approach the learner, and help him or her acquire the necessary skills for language learning success. The EFL teacher can play a vital role in helping the learner develop language skills both within the classroom setting as well as through intensive individual instruction.
http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ESLEFL/courses/Pages/TEFL-LD.aspx
It is important to acknowledge here that there has been a deluge of evaluations that claim that students cannot read in English. Once in high school, almost 40% of students are requesting the accommodation of Hakraat Sheelon (or being read to). That means that 40% of students graduating from our schools really can't read in English? That they may read more slowly? That they don't have enough practice reading in class? In this course we have spoken a lot about learner independence.
Do not read out texts to the entire class (unless it's a wonderful story or a chapter from a book.....). Allow them time to read by themselves. Give reading time, especially reading for pleasure.
Remember, when you read everything to a student from the beginning of 7th grade, she will NEVER learn how to read in English while in the K-12 school system.
JHS is the time to "take the time" to understand exactly where students are having difficulty and to help them learn to read better. Do NOT assume that they will arrive in JHS with fluency in reading in English.
Some of our students did not properly learn to read in elementary school, or maybe they were just sick at home when Magic-E was taught.
Once they get to high school without being able to read and write in English, there will be no time to help them do so while preparing them for the Bagrut exams.
You can explain to students and parents that your job is to make sure that everyone will be able to read and write in English by the time they are finished with JHS.
It is possible that in 10th-11th grade, they may need accommodations for the Bagrut, but that your job in JHS is to ensure they can read at least a shorter part of any given text and understand it. If a student has acquired reading and writing in their own mother tongue (L1) by 7th grade, it is very possible that what they need in English is simply more practice, extra time and help filling in skills that they may have missed acquiring in elementary school.
They do not automatically need reading accommodations.
This is a lovely Pearson Video series about Dyslexic Learners in the EFL Classroom.
Part 1: Dr. Judit Kormos defines Dyslexia and its effects on Learning English as a Foreign Language.
Part 2: Dr. Anne Margaret Smith gives practical tips for helping your students with dyslexia learn better in the classroom.
Part 3: Dr. Margaret Crombie talks about using IT to help students with dyslexia in the classroom.
Part 4: Professor Joanna Nijakowska helps us teach our dyslexic learners how to read using a multi-sensory approach.
Choose at least one academic article and one website. Read through them.
You will need them for your task later in the session.
Dr. Leonore Genschow et al gives a more detailed history of the challenges in teaching students with learning difficulties a foreign language.
7c71864456e38f3f8985c95bebbd8c277054.pdfThis site gives practical tips to help students with learning difficulties in the EFL classroom.
This article is also sympathetic to the challenges of teachers who teach students with learning difficulties within a heterogeneous classroom.
You will need to assess what they do and do not know in English and then you will be better able to help them individually or in small groups in and out of the lessons.
So, click on the links below to see the ABLE kit. The aim of this Diagnostic Test is to identify the specific literacy skills with which these pupils are having difficulty. The ABLE kit includes the actual tests to be used for test administration as well as a teacher's copy of the test with the corresponding scoring sheets.
You are NOW proud owners of the Able Kit. Please look through the teacher's guide and see what it is all about. Next year we will be working with you on a diagnostic for 7th grade which will help you learn more about your students and their abilities. Here is a helpful Individual Student Plan that is designed to help you assess each student.
TIP for Session 7
The most amazing Dr. Angela Duckworth speaks about...
GRIT
If you do not know this word, looking it up will not help you. It is a combination of perseverance, stamina for the long run, the ability to get up immediately after a fall, willpower and strong motivation to succeed.
A salad of very important traits which we wish we all had an excess of.
We need to teach our students to have grit!
Instead of making things easier for them (like accommodations and lower level classes) we need to teach them how to learn from their mistakes and pick themselves up and try harder.