Teaching Languages to Students with Specific Learning Differences (MM Textbooks) by Judit Kormos & Anne Margaret Smith

Author:Judit Kormos & Anne Margaret Smith [Kormos, Judit]
Language: eng
Format: mobi
Publisher: Channel View Publications
Published: 2012-01-30T05:00:00+00:00

Classroom tasks and assessments

Whatever tasks are chosen, they should have the potential to provide a lot of opportunities for repetition and revisiting material previously met. Ideally, they should incorporate a range of multi-sensory activities. A clear focus on the phonological / orthographic relationships of the language is essential for many learners with an SpLD who may need a lot of explicit instruction in matching sounds to symbols. The kinds of tasks that are used in class should ideally be reflected in assessments, too, so that there is no additional cognitive burden of learning how to approach the assessment task. A range of evidence of understanding could be accepted, in addition to – or even instead of – more formal written tasks. For example, the students might be asked to produce mind maps, diagrams, bullet points, pictures, models or even short dramatic performances which demonstrate how much of the target language they have understood and assimilated, without complicating the task by introducing complex literacy practices into it.

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