Language Learners with Special Needs: An International Perspective

Published by Multilingual Matters 2008

Language Learners with Special Needs

An International Perspective

Edited by: Judit Kormos and Edit H. Kontra

In the series Second Language Acquisition

https://doi.org/10.21832/9781847690913

Overview
Contents

About this book

This book explores topics related to the language learning processes of learners with special needs including students with learning disabilities. The chapters written by authors in a wide variety of educational settings discuss individual learner characteristics and profiles, diagnosis and assessment issues and instructional programs.

Author / Editor information

Kormos Judit :

Judit Kormos is a senior lecturer at the Department of Linguistics and English Language, Lancaster University. She is the editor of the volume Language Learners with Special Needs: An International Perspective. She was the principal investigator of a research and teacher training project on the language learning processes of dyslexic and Deaf learners in Hungary.Kontra Edit H. :

Edit H. Kontra is associate professor at the Department of English Applied Linguistics of Eötvös Lorand University, Budapest. Her main research interest lies in individual differences, language testing and the methodology of teaching EFL.

Judit Kormos is a senior lecturer at the Department of Linguistics and English Language, Lancaster University. She is the editor of the volume Language Learners with Special Needs: An International Perspective. She was the principal investigator of a research and teacher training project on the language learning processes of dyslexic and Deaf learners in Hungary.

Edit H. Kontra is associate professor at the Department of English Applied Linguistics of Eötvös Lorand University, Budapest. Her main research interest lies in individual differences, language testing and the methodology of teaching EFL.

Reviews

Professor Zoltán Dörnyei (University of Nottingham):

Many people with physical or learning disabilities would like to master a second language. Yet, as the Editors explain, existing methods and materials are usually geared at the needs of the more able majority, and little attention is devoted to those with special needs. This collection of research studies from five different countries put the spotlight on this latter group of potential learners by drawing attention to the fact that in order for them to succeed, they would need "different methods and materials, differently prepared teachers, more guidance and a much more supportive learning environment". Creating equal educational opportunities for all is a goal that every applied linguist would surely subscribe to and therefore I applaud this pioneering volume for contributing to the process of putting language education within reach for people with disabilities.

Irene Walsh, Dept of Clinical Speech & Language Studies, Trinity College Dublin:

This book provides new and important insights into the subject of language learners with special needs from a number of perspectives, especially on topics related to learners' personal experiences of language learning. People with special needs are given a 'voice' which is imperative and very worthwhile, reflecting current approaches to understanding so-called "impairment" or "difference" in many other fields of study.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
The Contributors Publicly Available Download PDF	vii
Introduction Judit Kormos and Edit H. Kontra Requires Authentication Unlicensed Licensed Download PDF	1
Chapter 1. L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators Among High- and Low-achieving L2 Learners with Special Needs Richard L. Sparks, Leonore Ganschow and Jon Patton Requires Authentication Unlicensed Licensed Download PDF	11
Chapter 2. Writing Abilities in First and Second Language Learners With and Without Reading Disabilities Katherine Ndlovu and Esther Geva Requires Authentication Unlicensed Licensed Download PDF	36
Chapter 3. Second Language Assessment in Dyslexia: Principles and Practice Turid Helland Requires Authentication Unlicensed Licensed Download PDF	63
Chapter 4. Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia Ewa Piechurska-Kuciel Requires Authentication Unlicensed Licensed Download PDF	86
Chapter 5. Vocabulary Learning in Dyslexia: The Case of a Hungarian Learner Ágnes Sarkadi Requires Authentication Unlicensed Licensed Download PDF	110
Chapter 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English Joanna Nijakowska Requires Authentication Unlicensed Licensed Download PDF	130
Chapter 7. Deaf EFL Learners Outside the School System Ágnes Bajkó and Edit H. Kontra Requires Authentication Unlicensed Licensed Download PDF	158
Chapter 8. Hungarian Teachers’ Perceptions of Dyslexic Language Learners Judit Kormos and Edit H. Kontra Requires Authentication Unlicensed Licensed Download PDF	189
Chapter 9. Teachers’ and Trainers’ Perceptions of Inclusive Education Within TEFL Certifi cate Courses in Britain Anne Margaret Smith Requires Authentication Unlicensed Licensed Download PDF	214