Success for Students with Disabilities in the Foreign Language Classroom

Evidence from Down Syndrome
Erscheinungsjahr 2027
ISBN: 978-1-83668-245-5
Verlag: Channel View Publications

Buch, Englisch, 176 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 257 g

Proposes an explicit case for systemic change in how foreign language education treats students with developmental disabilities

This book documents the first empirical studies of foreign language acquisition among elementary-aged children with Down syndrome, examining both Spanish vocabulary acquisition and participation during a six-week intervention at a community-based Down syndrome center. The findings demonstrate that children with Down syndrome – including those with a comorbid diagnosis of autism spectrum disorder – are capable of acquiring a foreign language, challenging the widespread assumption that such learning is beyond their reach or detrimental to their development. Situating these findings within the broader landscape of inclusion, the book argues that children with Down syndrome are systematically and unjustifiably excluded from foreign language education. It concludes with practical guidelines for foreign language teachers, administrators, and parents, offering both an evidence base and a pedagogical model for inclusive foreign language instruction that extends beyond Down syndrome to benefit learners with a range of disabilities.

Autoren/Hrsg.

Ibrahim, Emily A.

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gewalt und Diskriminierung: Soziale Aspekte
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Lernschwierigkeiten, Legasthenie, ADHS

Inhaltsverzeichnis

Preface

Chapter 1. Introduction

Chapter 2. Language Development & Learning in DS

Chapter 3: The Study

Chapter 4. The Results

Chapter 5. Participants with ASD

Chapter 6. FL Learning in the Inclusive Context

Chapter 7. Guidelines for FL Teachers

Chapter 8. Conclusion

Über Autor(innen)

Ibrahim, Emily A.
Emily A. Ibrahim is Adjunct Professor of Christian Teaching at The Southern Baptist Theological Seminary, USA and Founder and Educational Consultant of Forward Abilities, LLC. She has 11 years experience as a Spanish teacher and is the author and illustrator of three readers for novice language learners.

Emily A. Ibrahim is Adjunct Professor of Christian Teaching at The Southern Baptist Theological Seminary, USA, and Founder and Educational Consultant of Forward Abilities, LLC. She has 11 years of experience as a Spanish teacher and provides training for world language teachers on inclusive practices for students with disabilities. She is the author and illustrator of three readers for novice language learners.