Teaching languages to students with specific learning differences / Judit Kormos and Anne Margaret Smith.
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| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.91 Kor 2012 | 146580 | Stacks | Checked out | 05/18/2018 |
Record details
- ISBN: 9781847696205
- ISBN: 1847696201
- ISBN: 9781847696199
- ISBN: 1847696198
- ISBN: 9781847696212
- ISBN: 184769621X
- Physical Description: xii, 232 pages : illustrations ; 25 cm.
- Publisher: Bristol ; Multilingual Matters, ©2012.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references and index. |
| Formatted Contents Note: | Machine generated contents note: 1. Views of Disability in Education -- Introduction -- interaction between language and thought -- Models of disability reflected in discourses -- medical discourse -- legal discourse -- discourse of social construction -- Discourses of disability in educational settings -- Inclusive discourses of disability -- Labelling and self-identification -- Challenging dominant discourses -- Summary of key points -- Activities -- Recommended reading -- 2. What Is Dyslexia? -- Introduction -- historical overview of dyslexia research -- Definitions of dyslexia -- Basic learning mechanisms -- Reading processes and learning to read -- Behavioural manifestations and cognitive correlates of dyslexia -- Cognitive and neurological explanations of dyslexia -- Summary of key points -- Activities -- Further reading -- 3. Associated Learning Differences -- Introduction -- Specific Language Impairment -- Dyspraxia -- Dyscalculia -- Attention deficit and hyperactivity disorder -- Asperger's Syndrome -- Summary of key points -- Activities -- Further reading -- 4. Cognitive and Emotional Aspects of Language Learning -- Introduction -- What processes are involved in language learning? -- Cognitive abilities in language learning -- Affective factors in language learning -- overview of the language learning difficulties of students with an SpLD -- Vocabulary learning -- Acquisition of grammar -- Reading in L2 -- Writing in L2 -- Producing and understanding oral texts -- Towards success in language learning -- Summary of key points -- Activities -- Further reading -- 5. Identification and Disclosure -- Introduction -- Identification -- Observation -- Screening -- Formal Identification -- Assessment in a second language context -- Disclosure -- Disclosing assessment findings to the student -- Passing on information to class teachers and external bodies -- Sharing information with family -- Disclosing to peers -- Student disclosure to an institution -- Summary of key points -- Activities -- Further reading -- 6. Accommodating Differences -- Introduction -- Environment -- Light, temperature and volume -- Furniture -- Equipment -- Materials -- Curriculum -- Organization of subject matter -- Classroom tasks and assessments -- Differentiation -- Communication -- Instructions -- Feedback -- Self-esteem -- Classroom management -- Grouping -- Routine -- Pace -- Developing learning skills -- Study skills -- Metacognitive thinking skills -- Summary of key points -- Activities -- Further reading -- 7. Techniques for Language Teaching -- Introduction -- Multi-sensory teaching methods -- Teaching the sound and spelling system of the L2 -- Teaching vocabulary -- Teaching grammar -- Teaching reading -- Teaching listening -- Teaching speaking -- Teaching writing -- Summary of key points -- Activities -- Further reading -- 8. Assessment -- Introduction -- Overview of key constructs in language assessment -- Validity and fairness -- Accommodations and modifications -- Types of accommodations and selecting accommodations -- Accommodations and modifications in high-stakes language proficiency tests -- Classroom-based assessment -- purpose of evaluation -- Planning the assessment -- Types of assessment tasks -- Collecting and analysing information -- Summary of key points -- Activities -- Further reading -- 9. Transition and Progression -- Introduction -- Factors that cause stress in transition -- Environmental and physical transitions -- Academic and cognitive challenges of transition -- Social demands of transition -- Psychological transitions -- Strategies that students and their families can implement -- Strategies that the existing institution can implement -- Developing personal qualities and academic skills -- Good communication -- Independence -- Career advice -- What receiving institutions can do to facilitate transition -- Phased in transition -- Reassessment of support requirements -- Information -- Moving on to employment -- Conclusion -- Summary of key points -- Activities -- Further reading -- Appendices -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6. |
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| 100 | 1 | . | ‡aKormos, Judit. |
| 245 | 1 | 0. | ‡aTeaching languages to students with specific learning differences / ‡cJudit Kormos and Anne Margaret Smith. |
| 260 | . | ‡aBristol ; ‡aBuffalo : ‡bMultilingual Matters, ‡c©2012. | |
| 300 | . | ‡axii, 232 pages : ‡billustrations ; ‡c25 cm. | |
| 336 | . | ‡atext ‡btxt ‡2rdacontent | |
| 337 | . | ‡aunmediated ‡bn ‡2rdamedia | |
| 338 | . | ‡avolume ‡bnc ‡2rdacarrier | |
| 490 | 1 | . | ‡aMM textbooks |
| 504 | . | ‡aIncludes bibliographical references and index. | |
| 505 | 0 | 0. | ‡aMachine generated contents note: ‡g1. ‡tViews of Disability in Education -- ‡tIntroduction -- ‡tinteraction between language and thought -- ‡tModels of disability reflected in discourses -- ‡tmedical discourse -- ‡tlegal discourse -- ‡tdiscourse of social construction -- ‡tDiscourses of disability in educational settings -- ‡tInclusive discourses of disability -- ‡tLabelling and self-identification -- ‡tChallenging dominant discourses -- ‡tSummary of key points -- ‡tActivities -- ‡tRecommended reading -- ‡g2. ‡tWhat Is Dyslexia? -- ‡tIntroduction -- ‡thistorical overview of dyslexia research -- ‡tDefinitions of dyslexia -- ‡tBasic learning mechanisms -- ‡tReading processes and learning to read -- ‡tBehavioural manifestations and cognitive correlates of dyslexia -- ‡tCognitive and neurological explanations of dyslexia -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g3. ‡tAssociated Learning Differences -- ‡tIntroduction -- ‡tSpecific Language Impairment -- ‡tDyspraxia -- ‡tDyscalculia -- ‡tAttention deficit and hyperactivity disorder -- ‡tAsperger's Syndrome -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g4. ‡tCognitive and Emotional Aspects of Language Learning -- ‡tIntroduction -- ‡tWhat processes are involved in language learning? -- ‡tCognitive abilities in language learning -- ‡tAffective factors in language learning -- ‡toverview of the language learning difficulties of students with an SpLD -- ‡tVocabulary learning -- ‡tAcquisition of grammar -- ‡tReading in L2 -- ‡tWriting in L2 -- ‡tProducing and understanding oral texts -- ‡tTowards success in language learning -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g5. ‡tIdentification and Disclosure -- ‡tIntroduction -- ‡tIdentification -- ‡tObservation -- ‡tScreening -- ‡tFormal Identification -- ‡tAssessment in a second language context -- ‡tDisclosure -- ‡tDisclosing assessment findings to the student -- ‡tPassing on information to class teachers and external bodies -- ‡tSharing information with family -- ‡tDisclosing to peers -- ‡tStudent disclosure to an institution -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g6. ‡tAccommodating Differences -- ‡tIntroduction -- ‡tEnvironment -- ‡tLight, temperature and volume -- ‡tFurniture -- ‡tEquipment -- ‡tMaterials -- ‡tCurriculum -- ‡tOrganization of subject matter -- ‡tClassroom tasks and assessments -- ‡tDifferentiation -- ‡tCommunication -- ‡tInstructions -- ‡tFeedback -- ‡tSelf-esteem -- ‡tClassroom management -- ‡tGrouping -- ‡tRoutine -- ‡tPace -- ‡tDeveloping learning skills -- ‡tStudy skills -- ‡tMetacognitive thinking skills -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g7. ‡tTechniques for Language Teaching -- ‡tIntroduction -- ‡tMulti-sensory teaching methods -- ‡tTeaching the sound and spelling system of the L2 -- ‡tTeaching vocabulary -- ‡tTeaching grammar -- ‡tTeaching reading -- ‡tTeaching listening -- ‡tTeaching speaking -- ‡tTeaching writing -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g8. ‡tAssessment -- ‡tIntroduction -- ‡tOverview of key constructs in language assessment -- ‡tValidity and fairness -- ‡tAccommodations and modifications -- ‡tTypes of accommodations and selecting accommodations -- ‡tAccommodations and modifications in high-stakes language proficiency tests -- ‡tClassroom-based assessment -- ‡tpurpose of evaluation -- ‡tPlanning the assessment -- ‡tTypes of assessment tasks -- ‡tCollecting and analysing information -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡g9. ‡tTransition and Progression -- ‡tIntroduction -- ‡tFactors that cause stress in transition -- ‡tEnvironmental and physical transitions -- ‡tAcademic and cognitive challenges of transition -- ‡tSocial demands of transition -- ‡tPsychological transitions -- ‡tStrategies that students and their families can implement -- ‡tStrategies that the existing institution can implement -- ‡tDeveloping personal qualities and academic skills -- ‡tGood communication -- ‡tIndependence -- ‡tCareer advice -- ‡tWhat receiving institutions can do to facilitate transition -- ‡tPhased in transition -- ‡tReassessment of support requirements -- ‡tInformation -- ‡tMoving on to employment -- ‡tConclusion -- ‡tSummary of key points -- ‡tActivities -- ‡tFurther reading -- ‡tAppendices -- ‡tAppendix 1 -- ‡tAppendix 2 -- ‡tAppendix 3 -- ‡tAppendix 4 -- ‡tAppendix 5 -- ‡tAppendix 6. |
| 650 | 0. | ‡aLanguage and languages ‡xStudy and teaching. | |
| 650 | 0. | ‡aStudents with disabilities. | |
| 650 | 4. | ‡aDyslexics ‡xEducation. | |
| 650 | 4. | ‡aLanguage and languages ‡xStudy and teaching ‡xForeign speakers. | |
| 650 | 4. | ‡aLanguage arts ‡xRemedial teaching. | |
| 650 | 7. | ‡aLanguage and languages ‡xStudy and teaching. ‡2fast ‡0(OCoLC)fst00992220 | |
| 650 | 7. | ‡aStudents with disabilities. ‡2fast ‡0(OCoLC)fst01136150 | |
| 700 | 1 | . | ‡aSmith, Anne Margaret. |
| 830 | 0. | ‡aMM textbooks. | |
| 994 | . | ‡aZ0 ‡bQI9 | |
| 948 | . | ‡hHELD BY QI9 - 104 OTHER HOLDINGS | |
| 901 | . | ‡aocn765881824 ‡bOCoLC ‡c12811 ‡tbiblio | |
