Provision and practice

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Дата канвертавання10.12.2012
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David R. Wilson

A bibliography
of modern foreign languages
and special educational needs

Newcastle upon Tyne

David R. Wilson, B.A. University of Leeds, Grad.Cert.Ed., M.A., M.Ed. University of Newcastle upon Tyne, Adv.Dip.Ed. Open University, teaches French, German and learners with special educational needs at Harton Technology College in South Shields.

In 1996 a project report entitled Appropriateness matters: special educational needs policy-making in a secondary school modern languages department was submitted to the Open University in partial fulfilment of the requirements of the Advanced Diploma in Special Needs in Education. Since it first appeared as an appendix to this assignment, the present bibliography has undergone many revisions and expansions. Suggestions for the inclusion of further relevant entries in later editions are welcomed.

© 2012 David R. Wilson, Newcastle upon Tyne





Provision and practice 1

Country profiles 24

Entitlement 25

Autonomy 29

Curriculum development 29

Differentiation 33

Information Technology 36

Collaboration 49

Professional development 50

Educational sectors 52

Primary education 52

Secondary education 54

Special education 57

Higher education 67

Cognition and learning difficulties 70

Moderate learning difficulties 72

Severe learning difficulties 73

Specific learning difficulties 76

Social, emotional and behavioural difficulties 141

Communication and interaction difficulties 142

Speech, language and communication needs 143

Autistic spectrum disorders 148

Sensory and physical difficulties 151

Hearing impairment 151

Visual impairment 163

Physical and medical difficulties 178

Provision and practice

  1. Albisser, M.-Y. (1994) Quelle pédagogie pour les élèves en difficulté? Anglais premier cycle, Strasbourg: CRDP d’Alsace.

  2. Alison, J. (1993) ‘Catering for pupils with learning difficulties and/or behavioural problems in ordinary and special schools’, CILT Languages and Special Educational Needs Project Bulletin 4, pp. 5 8.

  3. Amend, A. E., Whitney, C. A., Messuri, A. T. and Furukawa, H. (2009) ‘A Modified Spanish Sequence for Students with Language-Based Learning Disabilities’, Foreign Language Annals 42(1), pp. 27-41.

  4. Andrade, C., Kretschmer, R. and Kretschmer, L. (1993) ‘Two languages for all children: Expanding to lower achievers and the handicapped’, in Oller, J. and Richard-Amato, P. (eds.), Methods that Work II. New York: Heinle & Heinle.

  5. Armstrong, D. and Heathcote, V. (2003) Literature review of ESOL for learners with learning difficulties and/or disabilities,

  6. Artiles, A. J. and Ortiz, A. A. (eds) (2002) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington, DC: Center for Applied Linguistics.

  7. Artiles, A. J. and Ortiz, A. A. (2002) ‘Contexts and possibilities’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  8. Asher, C. and Chambers, G. N. (1995) Modern Foreign Languages and Special Educational Needs: a survey of provision and practice in a sample of mainstream and special schools, Leeds: University of Leeds.

  9. Atkinson, A. (1992) ‘What’s the point?’, Special Children 53, pp. 14-17.

  10. Baca, L. M. (2002) ‘Trends and future directions’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  11. Barnett, H. (1985) ‘A new challenge: the foreign language learner with special educational needs’, New York State Association of Foreign Language Teachers Language Association Bulletin 36(3).

  12. Barnett, H. (1985) ‘Foreign languages for the learning disabled: a reading teacher’s perspective’, New York State Association of Foreign Language Teachers Language Association Bulletin 36(3).

  13. Beckett, C., Nevin, A., Comella, S., Kane, N., Romero, P. and Bergquist, G. (2002) Meeting the Special Needs of Dual Language Learners with Disabilities: Integrating Data Based Instruction and the Standards for Teaching English for Speakers of Other Languages, paper presented at the Annual Meeting of the Council for Exceptional Children/Arizona Federation, Phoenix, AZ, February 8-9, 2002.

  14. Berberi, T., Hamilton, E. C. and Ian M. Sutherland, I. M. (eds) (2008) Worlds Apart? Disability and Foreign Language Learning, Yale University Press.

  15. Bereczkiné, F. E. (2003) ‘Esélyegyenlőség és idegennyelv-tanulás [Equality of Chances and Foreign Language Learning]’, Fejlesztő Pedagógia 2003/6, pp. 38-41. Online at

  16. Bergström, M. (2001) ‘Children with special needs as second language learners’, in Björklund, S. (ed.) Language as a Tool. Immersion Research and Practices, Vaasa: University of Vaasa Department of Scandinavian Languages, pp. 127-139.

  17. Bleasdale, C. (2006) ‘Working Together for Inclusion’, Scottish Languages Review 14. Online at

  18. Boarder, B. (1999) ‘Helping students with special learning difficulties’, ELT News & Views Argentina June 1999. Online at

  19. Börner, O. (2004) ‘Englisch auch für Schülerinnen und Schüler mit besonderem Förderbedarf’, Verband Sonderpädagogik, Sonderpädagogischer Kongress Grenzen überwinden — Erfahrungen austauschen, Universität Hamburg, 25.-27.3.2004.

  20. Bovair, K. and Robbins, B. (2001) ‘Modern foreign languages’, in Carpenter, B., Ashdown, R. and Bovair, K. (eds) Enabling Access: Effective teaching and learning for pupils with learning difficulties, London: David Fulton.

  21. Bovair, M. (1995) ‘Only the top sets did French: Teaching modern languages to SEN pupils’, Special 4(10), p. 31.

  22. Bretagne, R de (2007) Teaching foreign languages to the elderly and those with learning disabilitites,

  23. British Columbia Ministry of Education (2002) Students with Special Needs and Second-Language Study,

  24. British Council (2001) Information on special needs in ELT.

  25. Brockhaus, W. (1980) ‘Lernschwierigkeiten und Lehrstrategien im Englischunterricht bei „leistungsschwachen“ Schülern’, Die Deutsche Schule, H.3, pp. 139-150.

  26. Brusca-Vega, R. (2002) Serving English Language Learners with Disabilities: Illinois Requirements,

  27. Brown, C. (1985) ‘The better for the experience: foreign language learning for pupils with learning difficulties’, Modern Languages in Scotland 27, pp. 129 156.

  28. Brown, S. (1993) ‘No special cases’, Times Educational Supplement Extra Modern Languages, March 26, 1993, p. VI.

  29. Brown, S. S. and Robinson, P. (n.d.) Addressing Print Disabilities in Adult Foreign-language Acquisition,

  30. Bundesministerium für Bildung, Wissenschaft und Kultur (2002) Languages and Special Needs: Fremdsprachenunterricht für Kinder mit sonderpädagogischem Förderbedarf, Vienna.

  31. Bundesministerium für Bildung, Unterricht und Kultur (2007) ESNE – English in Special Needs Education Integration SEN pupils - a challenge for the language team in lower secondary Bundesweites Fortbildungsseminar für das Team Sprachlehrer/in und Integrationslehrer/in, 26. – 28. März 2007, St. Pölten Bildungshaus St. Hippolyt. Dokumentation, Vienna: Bundesministerium für Bildung, Unterricht und Kultur. Online at

  32. Butkiewicz, A. (2003) Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi, Ogólnopolska Konferencja, nt. nauczania języków obcych uczniów ze specyficznymi potrzebami edukacyjnymi, II Podstawowa Szkoła Społeczna i II Społeczne Gimnazjum STO w Gdańsku, Gdańsk, 27 wrzesień 2003.

  33. Campbell, J. (1993) ‘These success encourages: they can because they think they can’, Studies in Modern Languages Education 1, pp. 21-41.

  34. Castro, O. (1998) Teaching Spanish to the learning-disabled and at-risk student: Successful teaching techniques, Cherry Creek School District, Denver, September 1998.

  35. Castro, O. (2000) Paying Attention to Changing Demographics and Different Needs of Students in Foreign Language Departments, Modern Language Association Annual Convention, Washington D.C., December, 2000.

  36. Castro, O. (2002) ‘El cambiante panorama demográfico de la población estudiantil en los departamentos de lenguas: Soluciones efectivas a nivel universitario y recomendaciones para su implementación en la escuela secundaria’, Hispania 85(1), pp. 117-130.

  37. Centre for Information on Language Teaching and Research (1997) Information Sheet 76: Languages and special needs (lower attainers and students with learning difficulties), London: Centre for Information on Language Teaching and Research. Also online at

  38. CfBT Education Trust in partnership with Association for Language Learning (2008) Modern foreign languages: Making the most of the new curriculum to support both gifted and talented students and those with SEN, in languages,

  39. Cline,T. and Tatheer, S. (2000) Language Needs or Special Needs? The Assessment of Learning Difficulties Among Children Learning English as an Additional Language: A Literature Review, DFEE Research Report RR184,

  40. Cloud, N. (1994) ‘Special Education Needs of Second Language Students’, in Genesee, F. (ed.) Educating Second Language Children: The Whole Child, the Whole Curriculum, The Whole Community, New York: Cambridge University Press, pp 243-277.

  41. Collier, C. and Brown, J. E. (n.d.) Working with ELL/LEP with special needs,

  42. Collins, A. M. (1993) A study of the provision of modern languages for pupils with special educational needs. M.Ed. dissertation, Queen’s University of Belfast.

  43. Colville-Hall, S., Welton, E., and Vakil,S. (2003). Including children with special needs in foreign language classes. NEOLA Akron Area Foreign Language Teachers.

  44. Cornwall County Council (1990) Modern languages and special needs, Truro: Cornwall County Council.

  45. Coudray, C. (1997) ‘Un cas de rémédiation en anglais: I received a letter yesterday’, in Vermersch, P. and Maurel, M. (eds) Pratiques de l’entretien d’explicitation, Paris: ESF, Chapter 5. Online at\'explicitation/pratiques%20de%20l\'ede/CHAP5_coudray.html

  46. Coven, L. (1992) Curriculum Issues: Second Language Acquisition for Special Needs Students. ERIC Document ED 345 536.

  47. Coven, L. (1994) ‘Second Language Acquisition for Special Needs Students’, Curriculum Review 33(9), pp. 3, 5. Online at

  48. Crooks, S. (2002) We can do more than just love them: Teaching a language to special needs students, Foreign Language Association of Georgia, 2002 Conference FLAG Pre-Conference Workshops Center For Continuing Education, Athens, GA.

  49. Croucher, N. (2003) Educating the Doubly Exceptional Student, poster presentation at Spring Symposium, Sharing the Learning, Tuesday, May 18, 2003, Eastern Oregon University.

  50. Deane, M. (1992) ‘Teaching modern languages to pupils with special educational needs? With pleasure!’, Language Learning Journal 6, pp. 43-47.

  51. Degen, S. (1999) Integration im Englischunterricht. Chancen gemeinsamen Lernens für Kinder mit und ohne Behinderung. Neuwied, Kriftel, Berlin: Luchterhand Verlag.

  52. Dopitová, H. (2007) Meeting the Needs of Students with Special Educational Needs in Mixed Classrooms, Bachelor’s Thesis, Brno: Masaryk University Brno, Pedagogical Faculty, English Language and Literature Department. Online at

  53. Doyé, P. (2001) Fremdsprachenunterricht für leistungsschwache Schüler/innen, paper presented at the Internationales Fremdsprachensymposium, 12.3. -13.3.2001 Languages and Special Needs, Fremdsprachenunterricht für Kinder mit sonderpädagogischem Förderbedarf - Schwerpunkt Integration, Vienna: Pädagogische Akademie der Erzdiözese Wien, Mayerweckstraße 1, 1210 Wien.

  54. Dufva, M. (1998) Promoting at-risk children’s foreign language learning, paper presented at the XX Nordic Congress of Psychology & Psykologia 98: Ways of Supporting Language Acquisition, August 26-29, 1998, Helsinki, Finland.

  55. Dufva, M. (1999) An intervention program for at-risk pupils with foreign language learning difficulties, paper presented at EARLI 99, Department of Education, Göteborg University, 24-25 August 1999.

  56. Dufva, M. and Vauras, M. (2002) ‘Promoting at-risk pupils’ foreign language literacy learning’, in Verhoeven, L., Erlbro, C. and Reitsma, P. (eds) Precursors of functional literacy, Dordrecht, NL: Kluwer, pp. 317-337.

  57. Durán-Cerda, D. (2002) Teaching Foreign Languages to Students with Learning Differences: The Landmark College Method, paper presented at the Arizona Language Association Annual Conference 2002, Glendale, Arizona.

  58. Duval, E. D. (2006) ‘Including Students with Disabilities in a Foreign Language Class’, Teaching Exceptional Children, 38(6), pp. 42-48. Online at

  59. Edwards, S. (1998) Modern foreign languages for all: success for pupils with special educational needs, Tamworth: NASEN.

  60. Ehrman, M. E. (1996) Understanding second language learning difficulties, London: Sage Publications.

  61. Ellis, G. (n.d.) Teaching children with additional educational needs,

  62. ELTWeb (2003) English Language Teaching Web: Disabilities,

  63. Erben, T. (n.d.) Foreign Language (Immersion) Learners and Special Needs,

  64. Figueroa, R. A. (2002)
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