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Behinderung und Weltsprachenlernen: Inklusiver Unterricht für vielfältige Lernende-
by Scott, Sally; Edwards, Wade | PB | VeryGood
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eBay-Artikelnr.:197267233402
Artikelmerkmale
- Artikelzustand
- Sehr gut
- Hinweise des Verkäufers
- Binding
- Paperback
- Book Title
- Disability and World Language Learning
- Weight
- 0 lbs
- Product Group
- Book
- IsTextBook
- No
- ISBN
- 9781475837056
Über dieses Produkt
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
1475837054
ISBN-13
9781475837056
eBay Product ID (ePID)
18038650844
Product Key Features
Number of Pages
140 Pages
Publication Name
Disability and World Language Learning : Inclusive Teaching for Diverse Learners
Language
English
Subject
Student Life & Student Affairs, Special Education / General, General, Inclusive Education, Teaching Methods & Materials / General
Publication Year
2018
Type
Language Course
Subject Area
Foreign Language Study, Education
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
7.7 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2018-043887
Reviews
All students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers., Scott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays' diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions., "Scott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays' diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions." --Manju Banerjee, vice president, educational research and innovation, director, Landmark College Institute for Research and Training "Finally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher's acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction." --Dick Kuettner, romance languages and teacher education, Washington and Lee University, director, Global Discovery Laboratories "In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning. The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines." --Elizabeth Harrison, University of Dayton, director,?Office of Learning Resources, associate director, Ryan C. Harris Learning Teaching Center "All students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers." --Susan Hildebrandt, Illinois State University, professor, applied linguistics and Spanish, coordinator, teacher education, ACTFL Board of Directors, In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning. The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines., Finally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher's acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction.
Illustrated
Yes
Table Of Content
List of Tables Forward Preface Acknowledgements Introduction Chapter 1: Disability, Student Diversity, and Inclusive Teaching Chapter 2: Setting the Stage for an Inclusive Language Learning Classroom Chapter 3: In the Classroom Chapter 4: Assessment of Student Learning Chapter 5: Getting Started Chapter 6: Conclusions References About the Authors
Synopsis
The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors--adjunct faculty, long-time instructors, and graduate assistants alike--confronting a changing and diversifying world language classroom., Using case studies, reflection questions, and research on course design, this book addresses the world language instructor and the diverse learner. Devoted to strategies based on Universal Design for Instruction, it serves as a valuable resource for all college instructors confronting a changing and diversifying world language classroom., The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.
LC Classification Number
PB35.S455 2019
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ThriftBooks
98,9% positive Bewertungen•19,8 Mio. Artikel verkauft
Angemeldet als gewerblicher Verkäufer
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Verkäuferbewertungen (5.716.296)
- v***v (2076)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufAlthough this book was not as described, with no picture of it in the listing, the seller communicated well and quickly gave me a full refund while letting me keep it. The minimal packaging left the book a bit vulnerable (typical for ThriftBooks), but it did arrive safely and timely. As usual, it’s hit or miss with this seller, but often times you can get great values, and their customer service is always very good. Many other sellers with millions of transactions don’t even communicate.
- c***m (431)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufWOW!; I cannot believe this 3 Days to Hawaii! ; AAA+++; Excellent Service; Great Pricing; Fast Delivery-Faster Than Expected to Hawaii!; Shipped 05/05, Mon, Received 05/08, Thu to Hawaii using free shipping; USPS Ground Mail, Book in Excellent Condition--Better Than Described ; TLC Packaging; Excellent Seller Communication, Sends updates . Highly Recommended!, Thank you very much!The Internment of Japanese Americans During World War II (Nr. 146005407795)
- 7***j (818)- Bewertung vom Käufer.Letzter MonatBestätigter KaufI recently purchased an item from this eBay seller, and I couldn't be happier with the experience. From the prompt communication to the fast shipping, everything was handled with utmost professionalism. The item arrived exactly as described and was well-packaged to ensure its safety during transit. The seller was courteous and responsive, making the entire transaction smooth and hassle-free. I highly recommend this seller to anyone looking for quality products and excellent service.