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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 Total physical response Homolová (2012, p. 45-46) stresses the positive aspect of total physical response that is based on the principle of mother tongue acquisition, where listening is the first skill developed. In TPR EFL environment learners do not need to produce language until they are not ready for verbal production. The process can be simplified into three steps hear – understand – react. New vocabulary is based on the visual stimuli, mimics, gestures, movement. The first goal of a teacher is thus to help learners develop listening fluency. TPR creates positive atmosphere and reduces stress. It can motivate learners what is very important not only for dyslexic learners. TPR is criticised for its limits (rarely applied beyond the beginning level) but on the other hand it stimulates learners to learning languages. Shared/paired/parent reading, KWL Shared reading is interactive reading when learner shares reading with teacher and/or parents. This enables them to go through the books they may not be able to read on their own. Usually it starts with the discussion about the book – its cover, title, predicting the content; discussion about the author(s) and illustrator(s). During reading it is important to keep learners motivated, check understanding and lead them to predicting. It is also useful to do post-reading activities after reading. This helps learner to understand and leads him to think about the content and language used. It also helps them to develop reading strategies as e.g. where to look and what to focus on, how to interconnect background knowledge and the content, encourages predicting. In paired reading usually learners are paired and they read the text aloud simultaneously or one reads the text (e.g. page) and the other starts where the first stops. The aim of the paired reading is to develop reading fluency. Students are also trained different strategies to build reading fluency. Teacher has to be very careful and sensitive in creating the pairs. Parent (sometimes also called shared) reading is quite common in e.g. in Ireland compared to Slovakia, where it is not systematically developed. Reading begins at home and it is natural and safe environment for children. Parents may read the books they loved in their childhood and they can share reading and their reading experience with their kinds. In some schools parents write feedbacks on how their children progress in home reading and what they have read together. This is important information for teacher and possible in-class discussions. There are a lot of occasions for authentic reading – names of the shops, funny greeting cards in a shop, scrapbooks with captions, etc.) The main aim of the KWL reading method is to guide a reader to understanding The KWL stands for what we Know, what we Want to know, what we Learned. In the first stage readers should think about the topic, to brainstorm what they already know about the topic. In the second stage readers should formulate the questions what they want to learn about the topic (the questions should be ordered by importance. This is usually done based on the book cover, table of contents, pictures etc. In the last stage readers should evaluate what they have learned, whether they can answer their question. Teaching vocabulary and teaching grammar Most scholars agree that there should not be more than 6-8 new words in a lesson. Concerning dyslexic students, these should not be asked to acquire new words implicitly and they need a lot of repetition. They have a short-term working memory and they may seem to understand new words but they need to repeat them frequently to build automaticity. As they also have problem with working memory they have problems e.g. to repeat the text following the logical line and when they learn lists of words they usually remember the first and last words. Homolová (2012) brings the statistics and states that after one hour students forget 50% of what they have learnt, after 9 hours they forget 60% and after a month 80%. In the groups of dyslexic learner the above mentioned numbers are even higher. Kormos and Smith (2012, p.132) recommend that “session needs to be revised repeatedly on at least three to four consecutive occasions“. 49
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 Dyslexic children find it demanding to acquire new words implicitly and they prefer explicit explanation. Still, context is helpful and can also facilitate the memorization of words. Multisensory methods are helpful and can involve different learner types. Usually the oral presentation of the word is also support in other ways, Using flashcards, gestures, objects, mind maps stimulate the visual channels. The kinaesthetic/tactile learning of vocabulary can be supported by mime, tracing the words in the air, building the words from the e.g. wooden letters (or paper). This is a typical activity in re-education and compensation applied in mother tongue. Teaching foreign languages is based mostly on using strategies analogically. “Visualizing the word can be a successful strategy for some dyslexic pupils. This process involves the following: Look at the word Cover the word with a piece of paper Try to see the word - visualize it - on the paper Copy the word as you see it Check to see if you have spelt the word correctly Have a ten-minute break and then repeat the exercise A few hours later repeat this again Then repeat this at various times over the next few days Add a new word to the list each week and repeat the above sequence” (Reid & Green, 2011, p. 41). Learners can use picture dictionaries to better remember and visualise words and phrases. The possibility to transfer letters into the drawings is suggested by experienced teachers and scholars. NION T R A I N 50
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