Different Shoes, Common Goals - Foreign Language Teching in Inclusive Education - Experiences of an International Research in Italy and in England

Author(s):

Barbara Rácz(presenting / submitting)

Conference:

ECER 2016

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 06 B, Teaching and Learning Foreign Languages

Paper Session

Time:

2016-08-24

15:30-17:00

Room:

NM-F103

Chair:

Helmut Johannes Vollmer

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

To reveal findings according to the research questions a qualitative research with embedded multiple-case study approach (Jin, 2009) was applied. The case study report followed the interpretative-narrative structure (Bassey, 1999) in order to make similarities and differences visible to promote discussions. The two cases had 3 units of analysis, examined by 4 research tools. Semi-structured interviews (Nunan, 1992) revealed teachers’ views, focus group interviews (Rabie, 2004) with photo elicitation (Miles and Kaplan, 2005) helped in discovering children’s views and opinions. The teaching/learning process was examined by non-participative observation (Nunan, 1992, Cohen et al., 2011) accompanied by a sociometry (Mérei, 1971) to provide better understanding of underpinning relationships in the classroom. The research analyzed two cases, one in Italy and one in England. It investigated the state lower secondary school pupils of age 12-13 (year 7) at foreign language lessons, where students with SEN were present too. Besides the children, 2-2 teachers participated in the research as well. The data was analyzed first according to each research unit, than they were compared among them via themes by the help of NVivo. The discoveries of the units gave the basis for the case study report, written in a narrative, chronological form (Bassey, 1999). It discusses mainly 10 topics, such as the question of control in school, the relationship among students, between teachers and pupils, between teacher and researcher, what helps pupils, a counterexample, movement and a case of a student with SEN.

Expected Outcomes

The research revealed that learning a foreign language could enrich and empower any students regardless to his/her Special Needs or disability. In this process movement and games had a significant role along with the teachers’ personality. Movement and games fostered greater participation and helps in creating contacts among pupils during lessons. The choice for a kinaesthetic teaching method was not connected directly to the presence of a pupil with SEN, but mainly was a consequence of a personal choice. Therefore, the main reasons these didactic methods seemed less used were the lack of knowledge on hows or on resources, the fear of losing control in classroom and the fear of being labelled as a „bad teacher” because of the different, noisier teaching atmosphere. Hopefully, these discoveries can foster exchange of ideas on how the promotion of movement and games can be implemented in order to create quality education for all. It can share the experiences of an international research practice, which is progressive, and of a complex reality, which can be useful for researchers and teachers too.

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 Italia (2013) Circ.Min. n.8, Prot. 561, 2013 < http://www.edscuola.eu/wordpress/wp-content/uploads/2013/03/cm008_13.pdf> la direttiva del 27 dicembre 2012 sui BES England DfE (1993, 2001, 2013) Special Educational Needs Code of Practice England DfE (2011) Support and aspiration : A new approach to special educational needs and disability Bassey, M. (1999) Case study research in educational settings, Open University Press, USA Asher, J.J. (1977, 2009) Learning Another Language Through Actions, Sky Oak Productions, Inc., USA Cohen, L., Manion L., and Morrison, K. (2011) Research Methods in Education, Routlidge, Abingdon, Oxon, GBR Crossley, M. and Wattson, K. (2003) Multidisciplinarity and diversity in comparative and international education, In: Comparative and International Research in Education, pp.12-32, Routledge, Oxon, GBR, Ellis, R. (1997, 2012) Second Language Acquisition, Oxford University Press, GBR Nunan, D. (1992) Research methods in language learning, Cambridge Language Teaching Library, GBR Silverman, D. (2010), Doing qualitative research, SAGE Pubblications Inc., London, GBR Winnicott D. W. (1974) Playing and Reality, trad. In Italian, Rome: Armando Edizione Yin, R. K. (2009) Case Study Research, London: SAGE Pubblications Inc. Abrams, Zs. (2008) Alternative Second Language Curricula for Learners with Disabilities: Two Case Studies, The Modern Language Journal, Vol. 92., No.3, pp.414-430. D’Elia, F., Aiello, P., e Carlomagno, N. (2010) The educational potentialities of motor and sports-playful activities to facilitate the access to knowledge in primary school, In: International Quarterly of Sport Science 2010/2 Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. & Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachersand teaching assistants, European Journal of Special Needs Education, 27:2, 171-184, DOI:10.1080/08856257.2011.645587 Dinklage, K. (1971) ‘Inability to learn a foreign language’, in Blaine, G. and McArthur, C. C. (eds) Emotional Problems of the Student, London: Butterworth, p. 185-. Duvall, E. D. (2006) Including Students with Disabilities in a Foreign Language Class, In: Teaching Exceptional Children, Vol. 38, No. 6, pp. 42-48, USA

Author Information

Barbara Rácz (presenting / submitting)

University of Sport and Movement "Foro Italico"

Italian University of Sport and Movement

Szombathely

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