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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); 113
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 Games and free-time activities – selection according to local possibilities, habits and manners; eventually sports, music etc.; e.g. ball, doll, cubes. School, classroom and concerned activities – friend, teacher, pupil; read, write, draw; names of (some) subjects; school things and the like. Animals – well-known, according to the local situation, domestic: e.g. dog, cat, hen, duck, goat; wild: e.g. rabbit, fox, bear, perhaps some birds. More general topics should be involved just later: e.g. occupations, means of transport, health etc. Beside nouns and verbs there are adjectives (colours, attributes – big/small, new/old …), pronouns, numbers and thus the vocabulary is/has to be indeed much extensive. There is strong request not to broaden vocabulary at the expense of quality mastering. There can be named many activities and games which could engage young learners and make them active. They can be found and chosen from various resources – printed methodical materials, text- and work-sheets available at internet, and adopted for concrete group and teaching purposes. Pupils from MRC represent a special group which has to be supported by carefully selected educational means with the aim to enable them as successful performance in FLL as possible. References CEFR: Common European Framework of Reference for Languages. (2000). Available at: http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf PIAGET, J. & INHELDER, B. (2014). Psychologie dítěte. Praha: Portál. GARDNER, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. ŠPOTÁKOVÁ, M. et al. (n.d.). Psycholingvistické aspekty kognitívneho vývinu a ich vzťah k zvládaniu učebných textov u viacjazyčných detí z bežného a sociálne znevýhodneného prostredia. Výskumná úloha v riešení. Bratislava: VÚDPaP. Zákon č. 245/2008 o výchove a vzdelávaní (školský zákon). Available at: www.zbierka.sk/sk/predpisy/245-2008-z-z.p-32362.pdf 114
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