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
Tánczos, Mónis and Wiwczaroski (2010) suggest that in “language teaching, however,
touching and movement are rarely applied for fixing the input. The question arises then how
these two sensory modalities could be exploited more often in the language classroom”. They
(ibid) suggest using:
project work - as it provides the variety and multitude of stimuli; making projects is one of
the most effective methods of acquiring and expanding topic-related vocabulary,
role-play in language teaching; role plays involve students’ emotions, what leads to better,
deeper and longer lasting fixing of information,
mimics, gestures and movements in a playful way,
cards for the acquisition of words and grammatical items as these provide learners with a
large amount of tactile-kinaesthetic input; other object can be used for the same purpose,
such as wood boxes of different sizes, toys, buttons, letters made of wood or plastic, etc.
It has been already mentioned that it is important that teachers
materials, topics, structures should be linked to student’s prior knowledge,
structure and order materials logically where the relationship is clear,
progress from the simple towards the more complex materials ,
progress from the receptive to the productive activities,
present and explain learning strategies.
Kormos and Smith (2012, p. 129) enumerate the basic principles of the MSL approach and
namely: multi-sensory, carefully structured, cumulative, frequent revision, explicit explanation
of linguistic structures, ample practice, drills and learning strategy training. They highlight that
“The main differences between teaching languages to learners with an SpLD and students with
no learning difficulties lies in the importance of explicit teaching of linguistic structures,
slower pace of progress and frequent revision”.
Mind mapping
One of the strengths of dyslexics is that they see the overall picture. This is why teachers are
suggested to provide an overall plan of the lessons.
Mind mapping is a simple and effective tool that can be used to help learners to understand
the relationships and also e.g. structure of learning and goals. Michalko (in: Buzan, 2012) 3
describes mind map as “the whole-brain alternative to linear thinking. [It] reaches out in all
directions and catches thoughts from any angle”. Mind maps help to visualise, connect,
structure, classify thoughts and relations among them. Mind maps can make use of not only
written text (generally less text to process), but also images, colours, shapes, different symbols
that help proceed, understand and remember information. There are less or more professional
tools available that are freeware or those based on commercial basis. Buzan (2011) formulates 7
steps to making a mind map:
1. “Start in the CENTRE of a blank page turned sideways. Why? Because starting in the centre
gives your Brain freedom to spread out in all directions and to express itself more freely and
naturally.
2. Use an IMAGE or PICTURE for your central idea. Why? Because an image is worth a thousand
words and helps you use your Imagination. A central image is more interesting, keeps you
focussed, helps you concentrate, and gives your Brain more of a buzz!
3. Use COLOURS throughout. Why? Because colours are as exciting to your Brain as are images.
Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your Creative
Thinking, and is fun!
4. CONNECT your MAIN BRANCHES to the central image and connect your second- and thirdlevel
branches to the first and second levels, etc. Why? Because your Brain works
3 Buzans’s book The Ultimate book of mind maps. Unlock your creativity, boost your memory, change your life
is available online and can be downloaded free of charge.
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