Editorial

Teaching a second or foreign language is a challenging task and teaching to those with special needs such as learning difficulties can add to the challenge. In this issue of Le Lien, we are featuring an article written by a recent graduate of our Master of Education program and a resource and methods teacher in New Brunswick, Ann Fitzgerald. Ann's thesis focused on students in the French Immersion program who have learning difficulties and perceptions of these students.

Shrum and Glisan (1994) devote a chapter of their book "Teacher's Handbook: Contextualized Language Instruction" to dealing with diversity in the language classroom. One of the basic tenets of their approach is making sure that you include instructional strategies that appeal to different learning styles. This approach also works well with students who have learning difficulties but they suggest that these students may require additional one-on-one instruction and closer supervision. They suggest that students with learning difficul- ties need to learn through a variety a modalities but "particularly

through tactile (touching, manipulating objects) and kinesthetic (movement and gestures) modalities" (p. 207). They suggest that oral work, which is used frequently in communicative language classrooms, is often preferred by those with reading and writing difficulties.

In addition to providing suggestions for language teachers of students with learning difficulties, they also give helpful hints to teachers working with students with other special needs. In particular, they cite Spinelli's (1989) research which focuses on teaching foreign language to student's who are hearing or visually impaired. For example, they advise teachers to provide hearing impaired students with ample visual and written material during oral presentations. Visually impaired students often function very well in a communicative learning environment which focuses on oral activities. Discussions, debates, role plays, dramatizations, and interviews all work well with students who have visual impairments. In both cases, students with special needs will often be able to offer effective

suggestions for learning and teaching strategies that work best for them.

At-risk students (students who risk to fail - in school or in life) also present language teachers with a unique challenge. Shrum and Glisan (1994) give a list of learning activities which promote success based on the research of Kuykendall (1989). Engaging students in social interaction and activities which challenge students creativity are among the suggestions given. Also relating language learning activities to students' own life experiences, including those related to their ethnic heritage, is another way to encourage participation of at-risk students. Maintaining positive relationships and communication with parents is also an important part of working with at-risk students. Of course, all of these strategies help ALL students to have a more positive and more successful language learning experience.

We at the Second Language Education Centre would like to wish all of our readers a good 1999-2000 school year. May it be one filled with success for both you and your students.

Interested in Teaching English as a Second Language?

The Second Language Education Centre in the Faculty of Education at UNB is now offering a
Certificate in Teaching English as a Second Language (CTESL).

This certificate is available to Bachelor of Education students as well as those
who already have a Bachelor's degree. The program consists of two compulsory methods courses in TESL, two optional education courses, and a 3 credit hour TESL practicum.

For more information, please contact the Second Language Education Centre
at 506-453-5136, slec@unb.ca or visit our website at
http://www.unb.ca/slec/Teacher_Education/ctesl.html

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