THE ACQUISITION OF FOREIGN LANGUAGE BY STUDENTS WITH INTELLECTUAL DISABILITY IN AN ELEMENTARY SCHOOL

Authors

  • Anna Poļaka Rēzeknes logopēdiskā internātpamatskola - attīstības centrs (LV)

DOI:

https://doi.org/10.17770/er2019.2.4227

Keywords:

teaching English, students with intellectual disability

Abstract

The aim of the research: to investigate development opportunities of the acquisition English by the students with intellectual disability of class 6 and 9 and to analyze results of research and work out conclusions. It was analyzed information from literature sources about the organization of the learning process for students with intellectual disability and the feature of teaching English to students with intellectual disability in the theoretical part of the research. The empirical part of this paper was conducted during a year (from May 2018 to May 2019). The participants in this study are nine males and females with mild retardation.

Downloads

Download data is not yet available.

References

Algozzine, B., & Ysseldyke, J. (2006). Teaching Students With Mental Retardation. A Practical Guide for Every Teacher. Corwin Press.

Anspoka, Z., & Tūbele, S. (2015). Lingvo-didaktika. Latviešu valoda 1.-6.klasei. Monogrāfija. SIA PNB Print.

Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53(1), 3–17.

Beikers, K. (2002). Bilingvisma un bilingvālās izglītības pamati. Rīga: Nordika.

Blūma, D., Kivrāne, I., Meija, E., & Ozoliņa, O. (1993). Spēles un rotaļas svešvalodu mācīšanā. Rīga: Apgāds Zvaigzne ABC.

Bransford, J. D., Brown, A. L., & Cocking R. R. (2000). How people learn: brain, mind, experience, and school. Washington: National Academy Press. Retrieved from https://www.desu.edu/sites/flagship/files/document/16/how_people_learn_book.pdf

Demidova, G. (2008). Mācīšanās traucējumu noteikšana un palīdzības iespējas. Metodiskais materiāls. Rīga: RD Izglītības, jaunatnes un sporta departaments.

Evarrs, S., & Knotek, S. E. (2006). Foreign Language and Special Education. In Hening-Boyton (Ed.), 2005-2015: Realizing Our Vision of Languages for All (pp. 117-133). Upper Saddle River, NJ: Pearson Hall.

Fleming, G. (2018). Adapt Your Studying Techniques to Your Learning Style. Know and Use Your Personal Style. Thought Co.

Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspektive. United Kindom: Willey-Blackwell.

Geidžs, N. L., & Berliners, D. C. (1998). Pedagoģiskā psiholoģija. Rīga: Apgāds Zvaigzne ABC.

Hughes, S. (2014). The Orton-Gillingham Language Approach - A Research Review. Retrieved from http://www.nessy.com/us/files/2014/06/Orton-Gillingham_Report-Final-Version.pdf

Hupercs, N., & Šinclers, E. (2006). Pedagoģijas pamatjautājumi. Ievads sociālās pedagoģijas profesijām 10.izlaidums. Stam Ķelne un Minhene.

Krapez, S. (2010). Second Language Comprehension and Acquisition in Mentally Disable Children-Illusion or Reality. IBS Newsletter Porocevalec.

Lapp, D. (2016). Améliorez votre mémoire à tout âge - 4e éd. Punod.

Liepiņa, S. (2008). Speciālā psiholoģija. Rīga: RAKA.

Linse, C. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.

Mohammadian, A., & Mohammadian Dolatabadi, S. (2016). The Effect of Affection on English Language Learning of Children With Intelectual Disability Based on Total Physical Response Method of Language Teaching. International Journal of English Language and Literature Studies,5(2), 92-103. Retrieved from http://www.aessweb.com/pdf-files/ijells-2016-5(2)-92-103.pdf

Richards, J. C., & Rodgers, T. (2010). Approaches and Methods in Language Teaching. Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511667305

Rimšāne, I., Ušča, S., & Ežmale, S. (2014). Towards the language awareness activities in the school curriculum of eastern Latvia. Society. Integration. Education. Proceedings of the International Scientifical Conference, (Vol. I), pp. 478.–488. Rēzekne, Rēzeknes Augstskola,

Robin, L., & Schwarz, M. (1997). M. Sp.Ed. Learning Disabilities Language Specialist Learning Skills. Program Coordinator The English Language Institute, American University Washington, DC October.

Rozenfelde, M. (2016). Skolēnu ar speciālajām vajadzībām iekļaušanas vispārējās izglītības iestādēs atbalsta sistēma. (Promocijas darbs). Retrieved from http://dspace.lu.lv/dspace/bitstream/handle/7/32003/298-55964Rozenfelde_Marite_mr16007.pdf?sequence=1

Seligson, P. (2011). Helping Students to Speak. Richmond publishing.

Smits, E. (2000). Paātrināta mācīšanās klasē. Rīga: Pētergailis.

Stakanova, E., & Tolstina, E. (2014). Different Approaches to Teaching English as a Foreign Language to Young Learners. Third Annual International Confrerence „Early hildhood Care and Education”. DOI: https://doi.org/10.1016/j.sbspro.2014.08.154

Tereško, A., Kondrova, A., Rozenfelde, M., & Želve, I. (2013). Metodiskais materiāls pedagogiem izglītojamo ar garīgās attīstības traucējumiem sociālo prasmju, uzvedības un mācību sasniegumu izvērtēšanai. Rīga: VISC.

Thornbury, S. (2002). How to Teach Vocabulary. Longman Essex.

The First 100 Most Commonly Used English Words. (2014). DuBois Learning center. Retrieved from http://www.duboislc.org/ED-Watch/wordlist.html

Vīgante, R. (2008). Speciālās izglītības programmu līmeņu diferenciācija. Sabiedrība, integrācija, izglītība: starptautiskās zinātniskās konferences materiāli, 313.-323. Rēzekne: RA Izdevniecība.

Downloads

Published

31.12.2019

How to Cite

Poļaka, A. (2019). THE ACQUISITION OF FOREIGN LANGUAGE BY STUDENTS WITH INTELLECTUAL DISABILITY IN AN ELEMENTARY SCHOOL. Education Reform: Education Content Research and Implementation Problems, 2, 125-136. https://doi.org/10.17770/er2019.2.4227