Session Information
27 SES 06 B, Teaching and Learning Foreign Languages
Paper Session
Contribution
Foreign languag learning/teaching in inclusive education is a recently debated issue (Edwards, 1998; EU, McColl, 2005) since language learning is regarded challenging even for people without any learning difficuties (McColl, 2005; Duvall, 2006; Abrams, 2008). Thwerefore, it can be even more demanding for people with Special Educational Needs. However, both inclusive education and foreign language learning are among the priority topics in the European Union – along with sport -, since the EU aims a “smart, sustainable and inclusive growth” for 2020 (EU, 2013). The acquisition of a foreign language is pivotal for the growth and stability of Europe because, by fostering the development of communicative skills and learning about other cultures, it promotes inclusion and citizenship by preventing the formation of prejudices. Yet, children with SEN and/or disabilities are at a disadvantage and can possibly be marginalised in given the opportunity to learn a foreign language. However, the European Commissions (2005) document on language learning, Special Educational Needs in Europe, The Teaching and Learning of Languages, Insights and Innovation, acknowledges that language learning is a lifelong endeavour and the predominant aim is to find the most appropriate individualized curriculum in school witthout any labelling since “labels are for bottles, not for people ”.
Notwithstanding that learning should be accessible, interesting, motivating and challenging for ‘all’ children, there are still several challenges in meeting pupils’ needs. Despite the beneficial effects of use of movement and games in teaching they still seem less used didactic techniques in the classroom (Parente, 2010). Movement is not only helpful in making fun, but it can help to overcome the barriers in learning and creating social contacts for many children (EU, 2013). Thus, this research focused on the social constructive characteristic of both games and movement besides the fact they can lower anxiety, which is significant either in the implementation of inclusion and for a quality foreign language learning/teaching (Larsen-Freeman, 2000, Duvall, 2006).
My PhD research had several objectives and particularities that may be fruitful for other researchers and teachers as well. First, it intended to analyze and describe the issues of teaching foreign languages in inclusive contexts, regarding its complexity. Second, to analyze and describe the learning/teaching processes of foreign languages in inclusion in Italy and in England. Therefore, the educational systems were discovered in order to stimulate an international discussion and cooperation. Finally, it aimed to contribute to bridge the gap between theory and practice such as foster collaboration between the researcher and practicing teachers.
More precisely I had the following questions: 1) Why foreign language learning is needed for pupils with SEN? 2) Does the presence of SEN cause any change in using didactics in the classroom? 3) How movement and games can contribute to a more inclusive pedagogy? 4) Do movement and games create a more coesive social unit within classroom? 5) Despite the fact that movement and games diminish anxiety, why are they less used methods in state school foreign language education?
Therefore, this paper concentrates on the discoveries of my PhD studies and the international aspect of my research, which hopefully will advance a discussion among educational experts. Since it took place in Italy and in England, it gives insights into the educational systems of two countries, and their similarities and differences. Moreover, it shows, in specific, the issues of MFL learning/teaching and inclusive education practices. In this manner, it is a leading experience that can contribute to a European/international discussion. It represents some possible ways of what works and how in these complex realities, which is pivotal for both teachers and researchers to meet pupils’ needs the best.
Method
Expected Outcomes
References
European Commission (2005), Insights and Innovations – Teaching Languages to Learners with Special Needs, Finland
European Commission (2012) Rethinking Education: Investing in skills for better socio-economic outcomes, Strasbourg
The Council of the European Union (2010) Conclusions on the role of sport as a source of, and a driver for active social inclusion,
Italia (2010) LEGGE 8 ottobre 2010, n. 170 Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico
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