This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.
Inhoudsopgave
Introduction: Elina Vilar Beltrán, Chris Abbott and Jane Jones
Chapter 1. Jane Jones: Modern Foreign Languages as an inclusive learning opportunity: changing policies, practices and identities in the languages classroom
Chapter 2. Chris Abbott: Technology uses and language – a personal view
Chapter 3. David Wilson: Meeting special educational needs in technology-enhanced language teaching: learning from the past, working for the future
Chapter 4. Elina Vilar Beltrán and Auxiliadora Sales Ciges: The 21st century languages classroom – the teacher perspective
Chapter 5. Ewa Domagała-Zyśk: Using technology to teaching English as a Foreign Language to the Deaf and Hard of Hearing
Chapter 6. Lynne Meiring and Nigel Norman: ICT- an instrument for developing inclusive practice in the training of Modern Languages teachers
Chapter 7. Margaret Crombie: Foreign languages for learners with dyslexia – inclusive practice and technology
Chapter 8. John Connor: Creative engagement and inclusion in the MFL classroom
Chapter 9. Andreas Jeitler and Mark Wassermann: Conflicts between real-time resources and the storage of digitized materials: issues of copyright
Conclusion: Elina Vilar Beltrán, Chris Abbott and Jane Jones
Over de auteur
Dr Jane Jones is Senior Lecturer in MFL Teacher Education at King’s College London. Her research interests include the development and embedding of effective formative assessment practices in language teaching and learning, especially with student teachers, and the promotion of self-regulatory strategies by pupils of all abilities and all ages to manage their own learning.
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