000			06152cam a2200433 a 4500
999			_c406 _d406
001			003698570
003			OSt
005			20241118031314.0
008			111130s2012 enka b 001 0 eng
020			_a9781847696199 (pbk)
035			_a(OCoLC)765881824
040			_aDLC _cJCRC _dYDX
100	1		_aKormos, Judit
245	1	0	_aTeaching Languages to Students with Specific Learning Differences / _cJudit Kormos and Anne Margaret Smith.
250			_a1st ed.
260			_aToronto : _bMultilingual Matters, _c2012.
300			_axii, 232 p. : _bill. ; _c25 cm.
440			_aMM textbooks
504			_aIncludes bibliographical references and index.
505			_a1. VIEWS OF DISABILITY IN EDUCATION _tIntroduction -- The interaction between language and thought -- Models of disability reflected in discourses -- A medical discourse -- A legal discourse -- A discourse of social construction -- Discourses of disability in educational settings -- Inclusive discourses of disability -- Labelling and self-identification -- Challenging dominant discourses -- Summary of key points -- Activities -- Recommended reading
505			_a2. WHAT IS DYSLEXIA? _tIntroduction -- A historical overview of dyslexia research -- Definitions of dyslexia -- Basic learning mechanisms -- Reading processes and learning to read -- Behavioural manifestations and cognitive correlates of dyslexia -- Cognitive and neurological explanations of dyslexia -- Summary of key points -- Activities -- Further reading
505			_a3. ASSOCIATED LEARNING DIFFERENCES _tIntroduction -- Specific Language Impairment -- Dyspraxia -- Dyscalculia -- Attention deficit and hyperactivity disorder -- Asperger's Syndrome -- Summary of key points -- Activities -- Further reading
505			_a4. COGNITIVE AND EMOTIONAL ASPECTS OF LANGUAGE LEARNING _tIntroduction -- What processes are involved in language learning? -- Cognitive abilities in language learning -- Affective factors in language learning -- An overview of the language learning difficulties of students with an SpLD -- Vocabulary learning -- Acquisition of grammar -- Reading in L2 -- Writing in L2 -- Producing and understanding oral texts -- Towards success in language learning --Summary of key points -- Activities -- Further reading
505			_a5. IDENTIFICATION AND DISCLOSURE _tIntroduction -- Identification -- Observation -- Screening -- Formal Identification -- Assessment in a second language context -- Disclosure -- Disclosing assessment findings to the student -- Passing on information to class teachers and external bodies -- Sharing information with family -- Disclosing to peers -- Student disclosure to an institution -- Summary of key points -- Activities -- Further reading
505			_a6. ACCOMMODATING DIFFERENCES _tIntroduction -- Environment -- Light, temperature and volume -- Furniture -- Equipment -- Materials -- Curriculum -- Organization of subject matter -- Classroom tasks and assessments -- Differentiation -- Communication -- Instructions -- Feedback -- Self-esteem -- Classroom management -- Grouping -- Routine -- Pace -- Developing learning skills -- Study skills -- Metacognitive thinking skills -- Summary of key points -- Activities -- Further reading
505			_a7. TECHNIQUES FOR LANGUAGE TEACHING _tIntroduction -- Multi-sensory teaching methods -- Teaching the sound and spelling system of the L2 -- Teaching vocabulary -- Teaching grammar -- Teaching reading -- Teaching listening -- Teaching speaking -- Teaching writing -- Summary of key points -- Activities -- Further reading
505			_a8. ASSESSMENT _tIntroduction -- Overview of key constructs in language assessment -- Validity and fairness -- Accommodations and modifications -- Types of accommodations and selecting accommodations -- Accommodations and modifications in high-stakes language proficiency tests -- Classroom-based assessment -- The purpose of evaluation -- Planning the assessment -- Types of assessment tasks -- Collecting and analysing information -- Summary of key points -- Activities -- Further reading
505			_a9. TRANSITION AND PROGRESSION _tIntroduction -- Factors that cause stress in transition -- Environmental and physical transitions -- Academic and cognitive challenges of transition -- Social demands of transition -- Psychological transitions -- Strategies that students and their families can implement -- Strategies that the existing institution can implement -- Developing personal qualities and academic skills -- Good communication -- Independence -- Career advice -- What receiving institutions can do to facilitate transition -- Phased in transition -- Reassessment of support requirements -- Information -- Moving on to employment -- Conclusion -- Summary of key points -- Activities -- Further reading
505			_aAPPENDICES 1-6
520			_a"This book is intended to help language teachers to work effectively and successfully with students who have specific learning difficulties (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression." (Book Cover)
521			_aReadership Level: Postgraduate, Research / Professional, Undergraduate
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aStudents with disabilities.
700	1		_aSmith, Anne Margaret
830		0	_aMM textbooks.
856			_uhttp://www.multilingual-matters.com/display.asp?K=9781847696199 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991004516919705161 _zCheck the uOtttawa Library catalogue.
942			_2z _cBK