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Applying New Technologies Appropriately to Modern Foreign Languages — Part I

Applying New Technologies Appropriately to Modern Foreign Languages — Part I. 1. Accessibility, Authenticity, Appropriateness 2. Foreign Language Learners & Special Needs 3. Case Studies 4. Groupwork 5. Conclusion. David R. Wilson. 1. Accessibility, Authenticity, Appropriateness.

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Applying New Technologies Appropriately to Modern Foreign Languages — Part I

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  1. Applying New Technologies Appropriately to Modern Foreign Languages — Part I 1. Accessibility, Authenticity, Appropriateness 2. Foreign Language Learners & Special Needs 3. Case Studies 4. Groupwork 5. Conclusion David R. Wilson

  2. 1. Accessibility, Authenticity, Appropriateness

  3. Accessibility, Authenticity, Appropriateness (Continued) • Accessibility: convenient for teacher, intelligible to student • Authenticity: real-world materials, real-world tasks • Appropriateness: curriculum-compatible, teacher and student ownership 1. Accessibility, Authenticity, Appropriateness (Continued)

  4. 2. Foreign Language Learners with Special Needs

  5. What institution or curriculum demands Defining Special Needs Special needs= What student brings mismatch 2. Foreign Language Learners & Special Needs (Continued)

  6. 3. Case Studies • Specific Learning Difficulties (Dyslexia) • Moderate Learning Difficulties • Hearing Impairment ‘Special Needs’ = Significantly greater difficulty in learning than most children of same age

  7. 4. Groupwork • Differentiation: Identify learner-appropriate strategies to access the MFL resources. • Inclusion: Identify curriculum-appropriate strategies to access the MFL resources.

  8. Reading & Responding: Attainment Levels 1-3 Level 1. Single wordsClear script, familiar context, visual support Level 2. Short phrasesFamiliar context, glossaries to find out the meanings of new words. Level 3. Short textsFamiliar, printed language, early independent reading, bilingual dictionary, identifying main points, likes, feelings 4. Groupwork (Continued)

  9. Journal d’Héloïse Text accessible even to beginners and can serve as template for student’s bio 4. Groupwork (Continued)

  10. School Life Processing text to numeric data 4. Groupwork (Continued)

  11. Travel & Transport Table as text Single words = Level 1 Matching words with pictures = no need for complex rubric language 4. Groupwork (Continued)

  12. Weather Map as text: topicality, cross-curricular reinforcement Processing symbols to phrases previously taught through captioned pictures 4. Groupwork (Continued)

  13. 5. Conclusion • Accessibility, Authenticity, Appropriateness • Solve curricular problems with e-resources • Address the needs beyond learners’ wants • Work smart with Internet resources • Teamwork

  14. David WilsonLisle Road · South Shields · NE34 6DL · UK • Voice +44 191 4564226 · Fax +44 191 4544956 • email DavidRitchieWilson@compuserve.com • http://www.tomwilson.com/david/

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