A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

F. Lys, Alison L. May, Jeanne Ravid
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引用次数: 4

Abstract

Abstract In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments
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跨部门支持影响外语习得的残疾学生的方法
为了提高流动性、竞争力和工作机会,欧盟在其语言教育政策中将用外语交流和理解另一种文化的能力列为重要目标。掌握一门外语也是许多美国大学的重要目标,这些大学要求学生学习一门外语作为毕业的先决条件。因此,有残疾记录的影响外语学习的学生或外语学习技能较差的学生构成了一个重大挑战,因为外语要求可能会阻止这些学生毕业,除非大学愿意做出特殊安排,例如让学生在没有达到要求的情况下毕业或让他们参加替代课程。如何对待这样的学生是本文的核心问题。它描述了一所中等规模的私立大学是如何解决这个问题的,该大学要求学生具备两年的语言能力,以确保政策得到公平执行。这所大学没有让学生退出外语课堂,而是通过跨部门的建议和指导,成功地让学生参与到外语学习中来
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