Landmark College Workshops for Faculty and Staff _ Teaching Foreign Languages to Students with Learning Differences ai re rll ts aie alias For: Brandeis University March 9, 2006 Linda Hecker Landmark College Institute for Research and Training Putney, VT 05346 Phone: (802) 387-6735 Email: thecker@landmark.eduTeaching Foreign Languages to| Students with Learning Differences Linda Hecker thecker@landmark.edu Special appessation to: ve Lan, plone Laned Sr he Cre Herter who diese Fos, Framing Questions Genera presentation + Why is lnguage leaning so dfficl for some seadents? + Whats the copnitive basis of language leaming ovr do language, memory an attention interact? + Which pogranashave sucessfully addressed the aeeds of simggling FL students? + What specific instructions techniques suppert Tanguaze std for diverse learners?Why is language learning so difficult for some students? What is the cognitive basis of language learning: how do language, ‘memory and attention interact? Challenge Think of a student who has struggled in your FL class despite adequate effort and intelligence What aspects of language learning ‘were most difficult? Brainstorm a list Language Based Difficulties LANDMARK COLLEGE mT‘Language teachers assunte students can a ca amy Linguistic Coding Differences Hypothesis (LCDH) Sparks/Ganschow + First language sils highly influence second language learning + High risk FL learners have weaker phonological/orthographic and syntactic (but not semantic) sls than low risk learners Linguistic Coding Difference Hypothesis Difficulties with FL learning range from mild to severe and many learners, not Just those classified as LD, find foreign. language ciasses problematic.Linguistic Coding Difference Hypothesis Li L2 Pronologil Precestng doy Processing seelog Stax Inthe literature you ul see @ numberof terms forthe difficulty experienced by students who struggle in FL clases + Spel ing iy weak ongage processing + LDiLeamtes cies + UebiLangatge amas aesbier icone stn + shonolsealrcsuing + FLbaming bles ‘sane + on tengatnse [Dyslexia { ‘One of several distinct learning ‘ieasitee | sbecit enguage-based dlsonserof | consituiratotgin | /etanreaits fo Ccspisiia robo reading, \. spelting, and Netting. /rrenotoaiea ( See aN wT HlPhonological Processing Receptive Expressive Tsste sounds Blend sounds Recognize cunds Recognize states “"Enge=FO™ esgcatesmmts and Sens (ta) ‘Assocate songs ans syns spl) Dyslexic Students Learning a L2 may.. + Add eters + Ad syabies + Mic letters + Drop syllables + Omit eters + Know the beginning end of the word, but not the middle ‘Typical Errors of Student with Severe Phonological Processing Problems ‘mucho gusto=me gusta qua quetdio questiado=quieto Ide praseir de compras amaza=manzana —_sabador=sabadoAuditory Processing Difficulties Students who have trouble processing oral fanguage rapidly, accurately ~ miss chunks of formation = become rescaled Isening ave voubie fearing new vocebubry Memory difficulties LANDMARK CO) Auditory information in Memory ee “Toe unerseed, ral anguage mest be both eared ond processed bate faass + ves sm os uc ss eases Fee ring risen wrt wTMemory difficulties - input + Students with weak phonemic awareness confuse similar sounding words Sesenta _Setenta 60 70 ‘Students with weak word analysis skills, confuse similar looking words Cuarto — Cuarenta 4 0 Memory difficulties - processing + Students don't recognize patterns: ceaClENTOS ——_tresCiENTOS + Students don’t automaticaly link the known and the unknown = (unless itis ‘explicitly taught.) ‘cho = Ocagen o Octopus Vermont =Vante Memory difficulties ~ output (retrieval) Words that start with the same sound(s)will become confused, ine ‘Students may have an unusually long retrieval timeCharlann Simon “Just because I have /earned a word, doesn't mean it wil be available’ “Words with more than 2 or 3 sylables fade from memory once I beaia to articulate them, with vowels especially Sako Q Attention Difficulties LANDM Attention Difficulties + Students with saliency issues don't focus on key material + Students with inconsistent focus miss important detat's Ih I |Attention difficulties + Students with Executive Functioning deficits have trouble with ~Haraging mateals ~Completng work on tine = Long-range projets Ae ~Aitendance and tardiness Studying Independently Who are the most challenging students? Sea eer aN f oysens /20%-50% ae | {overtop | \ ‘SUMMARY Why do at-risk stuceents fall foreign language classes?Why do at-risk students fail foreign language classes? + Students’ underiying difficulties are “invisible”, but relate to fundamental language learning skis * Instruction does not begin at the student's point of readiness. + Rate of instruction is too rapid given the complexity of the task. Why do at-risk students fail foreign language classes? * Students have insufficient time and Strategies for practice + Many activities overload weak auditor processing (istening to tapes, dialogues, videos) + Instructional materials may contain elements which exacerbate student difficulties, Why do at-risk students fall foreign anguage classes? + Students are reluctant to approach the instructor and unsure of what to ask for » Instructors lack training on how to best meet the needs of this population, il 10What does research say about instructional principles for students who struggle with language learning? Univesity of Colorado at Boulder Study compatogsdens inthe modi foreign language casos ML) & sides in ‘retical clases + measured phonological coding skills, va pig Eatin and epeiton ss : * ound direct evidence for en underiing ore lola dein the ML up det of iy nina FL Paired Association Test Keg, et al 2002 ul‘Ann Sax Mabbott, University of Minnesota doctoral research Innrvened LD-ateled sre uo bee oft L2 speakers Previn ied Fone Less 12 inspite Lesmig Diet Became nt Repaid tthe 2 clas beige hn anrsand Eo (rich sa, posal eeseecae™ rset oul are sce ina use ee a SR En amar De. Mabhost—resarch impliatons + Statens wif arses ‘rine ets ‘sy eas mirage Segre “tga aie vn et ake LB shoud uke or ‘nk tobe scant Sparks & Ganschow recommend. “Bottom up” FL tezching methods that teach directly and expliciti: + the sound and symbol system, (phonologyforhography) + and grammar (syntax) ofthe FL,Jonathan Arries (Spanish professor - College of William and Mary) “A Spanish corse for LD students shoud got be ‘based on ane aproach or insted by textbook, content Rater fenced to (oeus on sent ‘ils and desi fo arn on one hand and onthe ‘ter, the teacher's organizational skis and ‘command ofa acer of eaching stages. Which programs have successfully addressed the needs of students at- risk for failing language courses? Big Picture: FL/LD Models 1 Msirocaig! VP FLStuy Course 1 Saenined couse VEL Opeitngaen I Crivert Des Metoe 1. Leaning Anise ITs ‘faved Gouse BFL/LD Models + InctusionyMtzinstreaming - accommodations st snedueaton ofthe matrusor + SeteContalned Course ~ inches cmly studens who ere considerd avnsiold (sich as ofa, mn EMC) + Universit Design seks to design a course that wiles th nets ofa laters (OMS) + Learning Assistance Paired Course— students attend a mainstream cours, and roseve exe ‘ning by wstractor FL/LD Models + Pre FL Study Course teaches tings issues imanicipation of FL Study (BU + Curricular Modifications ~ Curriculum isis the focus of modification (Amies"Schwar) + Orton-Gillingham inspired method (Spats Ganschow Miler, Sehueder) + Tutors stdens receive indvidvalatenton but qualifications of uers can vary widely. + University of Colorado st Boulder + Jonathan Aries -Collgs of Wiliam & Mary + EE Bilyeu— Central Washington U. * Demuth and Smith - Boston University + Gilbert and Schneider ~ "MSL" + Margarita Hodge -NOVA CC + Landmark College, Gettysburg CollegeUniversity of Colorado at Boulder The University of Colorado at Boulder began ‘offering modified Latin in 1990, and since thon has offered modified classes in Spanish & tralian University of Colorado at Boulder 1. Modif classes have cont enrollment —15 odes 2. Taught by master teachers who are Torowledgesble about relevant LD issues who an const Disaides Services a Nosdad 3. Teachers comm © working with the same group ‘of endonte for 3 smesterfequence. ‘University of Colorado at Boulder sytem ae 1. Tegra lontoeases (12 ets) 3 Devt 3 oan ly tye clse 4 "Theses se somite king 3 ves Unguye conse omer 15Modified Classes ~ U of Co st Boulder + Pace of introduction of new material is slowed + instruction is highly structured + course content is designed to provide predictable lessons + substantial repetition and review Articles spinach 2002 Vel un Sle 1, Page 17-38, ‘Sra asso “Scent wih amin cinco and fei bnguage’ ure Spa Topic Langue Dison Fabry 200, Vol. 2 ee bags $5 Downey Dor Man Syd, Loon ‘Cues Accomm fy College Suet win ‘angoge Leong Dabs Jonathan Arties College of William and Mery ‘While teaching Spanish at Old Deminion University, Arries found that a flexible, yet structured approach works best. ll | 16Articles ‘Arvies J (1994, March). An experimental Spanish ‘course fr learning disable sudens, Hispania, 770-117 Ais, (1999). Leamsing Disabilities and Foreign Tanguages: A Curricalum Approach tothe Design oftnclusive Courts. The Modera Language oural, 83, 99-110, HELDS PROGRAM ~ Central Washington University 4 FIPSE fated project (1980-1983) + Designad to create models for other post secondary inaurions on how to provide eyuat tcademi acess for students labeled LD across the evricuam, + ilyenpareipated asa Spanish teacher Quote fram Article Bilyeu “ Remember thatthe problems of LDs are extenely ‘varied ..So, findiaga technique that sof parc benefit tone individnal ray ot serve Snotheras well. Thave earod tat the more ‘eathing modalities [ean empoy and the greater ‘he vant of experiences one ca provide wit cach, ta greater the chances oF sie." nes WArticle + Bilyeu, E. B.(1992), Practice mates closer to perfect: Alternative techniques for teaching Foreign languages to learning disabled students in the university. ERIC Dovument Reproduction Service No. ED 234558. “MSL” + Miller and Schneider, collaborators with Sparks and Ganschow, experimented with using what they termed multi-sensory siructured language (MSL) approach MSL + Inspired by the success ofthe Oren Cilingham rethod of teaching rst lnguage ski, svar ‘methods ware use inthe facing ofthe L2 * This approach inclades explicit instruction ia the sounds ofthe language & gama, il 18(Stone site pstenting pos aed ‘Spanos Spe AN. 0, “ening Fog argu ig NGitoe Seton Foon ean Dr, Margarita Hodge Profesor of Spanish (Norte Virginia ‘Commanity College) "1s my teaching uelocking human potetial? How do I acoommodets? Can I remediats? What ‘ind of compensatory (ely silo language Tearing) strategies can provide?” Article Hodge, Margarita, “Teaching Foreign Language To At-Risk Learners: A Challenge For The New Millennium”, Journal of Virginia Community Colleges, Vol 2, #1, 1998, 68-78. 19Landmark College Landmark College and the School for Fnternational Training awarded a 3- year FIPSE grant to identify what kind of instruction could enable students with learning disabilities to succeed in the foreign language classes. 1998-2001 Article Leons, B, and Herbert, C. “World Languages and the Student with Leaming Disabilities: Bost Practices” ‘What specific instructional techniques support language study for diverse leamers? 20“The relationship berween time and memory can be considered a ratio ofthe quantity of saterial inthe curriculum to the total time ‘on task available to the student... There are two ways to maximize ths ratio. The first isto reduce the syllabus and prioritize the mastery of fandaments rather than the ‘completion ofa textbook... The second is to maximize instructional efficiency. Arries (1999, p. 106) frtsratng Cover Eenens 1 Best Practices Top 12! Make careful choices in curriculum & materials Build in individualized instruction Teach multimodally Structure activities for success Teach to mastery Support students w/ phonolgicel ‘weaknesses 24Best Practices Top 12! 7. Use writing to support the earning of spoken language 8. Create a learner friendly classroom 9, Incorporate memory strategies and development of metacogniton 10, Test both orally & in writing 11. Encourage students to use technology 12. Make language learning fun! 1. Make careful choices in curriculum and materials LANDMARK WCOLLEGE «Personalize the curriculum. + Focus on practical uses of the language. + Focus on what you want students to be able to communicate, Don't get lost in grammar. + You may need to cover less material in a semester. HTTCommon Problems w/ Textbooks + Multiple objectives ~ new grammar embedded in new or overwhelming vocabulary + Students unclear of exactly what they are responsible for + Multiple activities on a page + Small font size, busy layout + Inadequate pronunciation support What to look for in a multi-media CD ROM + clear instructions: + video clips with optional captions + clear audio without background noise + electronic assignment tracking + clearly established meaning -y ou may see picture and the word inthe target language, but the exact meaning is still unclear + tasks that move students from recognition to retrieval of language. 2. Build in individualized instruction EGEWorking one on one ‘nite extra help can make the difference between success & falure “Wvorking witha student one on one will help you become a better dlagnostcian “Your students wil teach you to teach. Once you see breakdowns, you can redesign your Classioom activities 3. Teach multi-modally “The more you speak, write, draw, move, and think the language, the more complete your learning process will be.” 8. ~ Landmark student *Incorporate visual, kinesthetic, and motor elements into instruction. *Combine hearing & speaking the language with seeing and “doing” % 4Visuals support auditory input, however... + Visual input ees co be caefly. designed & may need tobe explained. x. Family + Intend ofreaia + spoken word “consider relia index card wontten word*spoken word 254, Structure activities for Success LANDMARK W9COLLEGE Designing the Activity 1. Are you presenting a learnable chunk of material given the complexity of the task? & Asking where someone lives Saying where you are from A) é Dénde vives? B) Vivo enDesigning the Activity 2. Are you including several learning channels? Structure Activities for Success In the classroom 1, Have you explained your visuals? 2. Have you modeled what you want students to do? 3. Are you giving student enough processing time & practice time? 4, Are you teaching diagnostically? Structure Activities for Success Long term Assignments ‘Micro-unit large assignments: Break therm into smaller steps- each with deedline ll 27Written Assignments Proofreading Checklist 1 have double checked the order of ‘my nouns and adjectives - nouns first tien adjectives Remember: tn Spanish you always know WHAT you are talking about BEFORE you descrite it. 1. el sombrero azul 5. Teach to Mastery MARKWCOLLEGE ‘Give students ample time and opportunity to practice/work with a given skil or task. + Have students practice until the skil/task becomes automatic. Encourage students to retake tests ‘Use a draft approach on key assignments 286. Support students with phonological weaknesses RKNICOLLEGE 1. Zodeovm (a) underwater picture window. 2. Blepning-(n) rose colored undervater light. 3. Bltkelgx (n sticky residue on a person after living in space. 4. Spatfog- (n) fork shaped moon mining too Use the theater technique of repeating one phrase with various emotions Create picture symbols for SB 29Pronunciation Practice Directions: Alone, or with @ partner, practice saying the following words. 4. Quien 2.Que 3. casa 4. coro 5. cuct 6.cine etc. Use "key words" for vowel sounds Name ofthe letter = key wo Azan ‘Ane Banana va a la casa blanca. 30Show students how sounds are formed Cue vowels by exaggerating the correct shape of the mouth Have student watch your mouth as you speak *Clap’ vowels (A, E, I, O, U) with visual visible *Incorporate writing for kinesthetic reinforcement * Design dictations which allow students to practice vowels & cognates. Syllabicate vocabulary *Use fingers to show syllabication *Physically demonstrate syllable stress * Visually syllabicate new vocabulary 31Spanish English Syllabeated | Clues eats | cas mugs | WaY'yos 7. Use writing to support learning spoken language “Let them move from the writing to the ra.” -seargrta nde, Note Vigna Commtniy Catege Written Language Supports Oral Language + Written language supports consolidation of ‘oral language: allows slower retrieval times and structured practice. + Chat formats encourage students to practice creating with language in a scenario which ‘ean be supported (by instructor, eter students, Franklin electron dictionaries) and in not quite realtime. 328. Create a learner-friendly classroom Help Students Stay Organized + Provide a class calender with major assignments noted. + Require a 3 ring binder w/ tabs labeled according as professor instructs. + Give students assignment sheets - avoid having them copy from the board. (color coded, dated, front of binder), + Use an electronic grading program. Give students timely feedback on missing assignments, absences, & overall grade. Create @ learnerfrendly cassroom “spiral back: expt relate newly introduces material to por fening sHelp students prepare for tess screate routines aq stoke expectatons/deadines clear sold students accountable Ih 339. Incorporate memory strategies and metacognition LANDMARK COLLEGE, Burden Easing Strategies + *Deluxe” and electronic flasheards + Color coded verb charts + Mnemonics created by class + Computer based supports: Quia, Kurzweil, Conjuguemos, speli check, CD ROMS. + Creative repetition which Is “low cost” in terms of student time and emotions. Actively use strategies in class sHelp students become aware of their strengths and weaknesses as learners. *Take a collaborative approach to determine what strategies work best for a given student. 341. How do you learn best? 2. Is there something that you have discovered that really nelps your learning? 3.ls there something that realty gets in the way of your learning? Strategy Examples ‘Family Ustening Aetilty Directions 1 sten to the desertion of my family member 2 Guess what Tam saying 2 3 How oid you gure aut what Iwas saying? Jot own some of your comprehension strategies 1 2 3. Strategy Examples Mnemonics Are Your Friends abrazar "TO HUG - use your brazos to hug embrace you with an abrazo 2 bra hugs: andar- TO WALK - "Andy - Til walk ‘with you anywhere" bailar - TO DANCE -"8ye Lar, {don't vwant to dance with you!" Lam going to the ballet to see baliar AEAStrategy Examples Flashcards Word Sounds Tike Reminds me of Phrase Picture thst Definition Strategy Examples Flashcard Sample Word: Puedo Sounds lke: Pway do Reminds me of: Play dough Phrase: 1 CAN play with play dough Pleture this: Definftion: Puede - I can ~ from the ver poder Strategy Examples Geography mnemonics Spanish speaking countries in Central ‘America: Mother goose eats hot poodles, children & poodles. ac Spanish speaking countries in South "america: Victoria conducts Puerto Rican bands ‘constantly playing unknown anthems. seco Pn, Ce, ergy, 36Metacognitive/Metalinguistic Language Learning Strategies Awareness of Self as, Language Learner Improved Use of Language --Self-Advocacy & Understanding of Li 10. Test both orally and in writing “Written tests can be very inaccurate measures of what a student knows. Ex, Shape recognition of vocabulary Anaranjado “Testing students orally gives a clear Indication of what each student knows. ©Sample Oral Test 1. 1 can invite someone to do something ‘wih me a respond to an invitation Invitations - 2Quieres + activity conmigo? A) 2Queres ede campras. conmico? 8) ecusndo? 4) Alas 7. 28) Loender 1) én Haeva York, 2.___t can say what my plans are for this ‘Srng weekend using atleast 7 aiferent ‘aves 11. Encourage students to use technology LANDMARK WCOLLEGE + This is separate topic, but I wanted to make sure technology made it into the top 12! 3812. Make Language Learning Fun! LANDMARK WCOLLEGE + If students are having fun, they won't mind the extra work they have to do 4 If something is fun, IVs often more. memorable ‘if ’s fun, your students will continue to take language classes & (hopefully) seek out immersion opportunities. oe site anecment Make ifunt mT A 39Discussion of the FL requirement + Approximately 75% of 4 year instuton in the [US reported degree requfements in FL fer the BA na 1999 survey aterm 2 + Many 4 year insintios are rethinking waives sand course substations making them de obtain. Some Student “Strategies” for the FL Requirement cae aaye | Ah Sain Sarees : ems Articles + Sides Chased at LP no Patio for ill he Cate Focipa Language Requirement "AS hey Difeat, Spas, Pops savory, 2008 + Foreign Language Learning. A Process for Broadening Actes for students with Learing Disables, Sot and Manga, 2000. + The Case for Couse Substinsions a3 Reasonable Accoramodtion for Students sta FL-Learaing Discus, Shaw, 1999. 40Thanks!Update to Selected References on Foreign Language Learning in relation to At-Risk Students and Students with Foreign Learning Problems (since 2001) Calvin, Lisa M.: Rider, N, Ann. “Not Your Parents’ Language Class: Curriculum Development Revision to Support University Language.” Foreign Language Annals v37 nl (2004) p 11:25 DiFino, Sharon M.; Lombardino, Linda I. “Language Disabilities: The Ultimate Foreign Language Challenge” Foreign Language Annals v37 n3 (2004) 390-400 Krug, Kevin; Shafer, Ted; Dardick, William; Maggalis, Chris; Parenté, Rick. “A test of foreign language acquisition: paired-association learning. "Applied Cognitive Psychology Vol.16 Issue 2 (2002) 211-21 Perevatt, Frances; Protor Briley. “‘The Relationship between Learning Difficulties in. Foreign and Math in a Sample of College Students.” Learning Disabilities: Multidisciplinary Journal v12 n2.(2003) 41-48 Sparks, Richard L.; Philips, Lois; Javorsky, James. “Collegs Students Classified with ADHD and the Foreign Language Requirement” Journal of Learning Disabilities v37 Issue 2 169-178 Sparks, Richard L.; Philips, Lois; Javorsky, James. “Students Classified as LD Who Receive Course Substitutions for the College Foreign Language Requirement.” Journal of Learning Disabilities Vol. 35 Issue 6 (2002): 482, 18 Sparks, Richard L.; Philips, Lois; Javorsky, James. “Students Classified as LD Who Petitioned for or Fulfilled the College Foreign Language Requirement—Are They Different?” Journal of Learning Disabilities Vol. 36 Issue 4 (2003): 348, 15 Sparks, Richard L.; Javorsky, James; Philips, Lois. “College Students Classified with ADHD and Foreign Language Requrement.” Journal of Learning Disabilities Vol. 37 Issue 2 (2004): 169-78 Van Handle, Donna C. “Universal Instructional Design and world Languages.” Equity and Excellence in Education vol. 37 Issue 2 (2004) 161-166