to Learners with Special Educational Needs

Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0
understanding with the aim to automatize using because the pupils need not know grammatical
rules in initial stages of FLL – in the communicative level. The expressions must be selected with
respect to concrete situation in a given group/class – the pupils should know the words from a
practice and can name them in their mother tongue and/or in a language of education (Slovak,
Hungarian).
Teaching and learning materials (i.e. educational materials) selection is also bounded with
the above presented items. These mean not only text-books and work-sheets but also all
accessory items which can be and are (usually) used in course of the lessons. They help to make
teacher´s work effective and at the same time they enrich educational process and facilitate
pupils´ comprehension.
These materials can be found as components of regular published equipment. To prepare
fitted materials is a challenge for creative teachers because it means to find sources in internet,
to adapt and combine them, or create new sheets, texts, exercises, games etc.
Real objects, toys, things of daily handling and other materials form a very important part of
educational aids. They are useful especially for young pupils and for various types of thinking
(e.g. visual and kinaesthetic types, see below). Frequent repetition in different contexts helps to
fix information.
The use of concrete materials, continuous and developing repetition of presented matters and
gradual involvement of advanced information (globally said) must be present during the whole
FL education to prevent failure, frustration from individual troubles and insufficiencies.
In later phase, after mastering the basic knowledge, pupils can proceed to higher stage in FL
learning. Reading and writing, as further language skills, can be involved and developed in
similar though adapted, activities and materials – (reading) texts, pictures, objects, music, games
can stimulate formulation of sentences.
Special procedures of FL teaching of pupils from MRC are needed in primary level but also in
later grades. Requirement to reach expected level according to CEFRL (internet source, see
below) which were set to A1-A2 for basic school, must be judged carefully as these criteria were
defined for adult learners and just little adopted for younger ones in Slovak translation.
For all age groups of pupils from MRC in basic schools can be recommended methods as
follows:
1. CLIL (Content and Language Integrated Learning) – for introducing English/FL in various
contexts of non-linguistic subjects, more frequent contact with FL, possibility to arrange more
interesting situations for pupils;
2. Personalized learning – for preparing opportunities of individual engagement in a way that
is close to his/her experiences, a chance to present own opinions and attitudes;
3. TPR (Total Physical Response) – enables more dynamic lessons where children can express
freely keeping their attention and concentration to selected/intended content without
emphasizing the learning situation.
Topics and activities (optional) in primary FLL for pupils from MRC:
The beginning of FL lessons or introducing new vocabulary and activities must be preceded
by talking about an on-coming topic and situation in the language of education, eventually in
Roma language with a help of teacher´s assistant. The aim is to prepare and motivate pupils for
the subsequent and wished procedures.
The initial vocabulary is connected to school and class activities and forms a part of class
instructions, e.g. sit, stand, book, paper, pencil, pen; new expressions are always presented
followed by manifestation of real objects and acts. This is probably not enough for
understanding and using Slovak words is inevitable.
Family – members and some main/usual activities (e.g. sleep, eat, sit, watch TV); later:
occasional activities – holidays, birthday (event. names of holidays, present, sweets);
Home and the closest surrounding – selection of terms depends on local conditions (e.g.
village/ town, forest, river, hill/-s, street, house, flower, tree);
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