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This book is intended to help language teachers to work effectively
and successfully with students who have Specific Learning
Differences (SpLDs). It enables teachers to gain a thorough
understanding of the nature of SpLDs and how these affect both
general learning processes and the mechanisms of second language
acquisition. In addition, the book explores the particular
inclusive methods and techniques of teaching and assessment that
foster success in language learning. Language teaching is embedded
in a wider social and educational context, and therefore the book
also provides an in-depth discussion of general educational issues
related to identifying and disclosing disabilities and to making
transitions from one institution to the other. The content has been
thoroughly updated and revised for the second edition, particularly
in the areas of inclusive pedagogies, new evidence-based methods
and tools for identifying SpLDs, and new conceptualisations of
neurodiversity. The book also includes the latest research on
assessment, transition and progression, and the impact of SpLDs on
additional language learning.
This book is intended to help language teachers to work effectively
and successfully with students who have Specific Learning
Differences (SpLDs). It enables teachers to gain a thorough
understanding of the nature of SpLDs and how these affect both
general learning processes and the mechanisms of second language
acquisition. In addition, the book explores the particular
inclusive methods and techniques of teaching and assessment that
foster success in language learning. Language teaching is embedded
in a wider social and educational context, and therefore the book
also provides an in-depth discussion of general educational issues
related to identifying and disclosing disabilities and to making
transitions from one institution to the other. The content has been
thoroughly updated and revised for the second edition, particularly
in the areas of inclusive pedagogies, new evidence-based methods
and tools for identifying SpLDs, and new conceptualisations of
neurodiversity. The book also includes the latest research on
assessment, transition and progression, and the impact of SpLDs on
additional language learning.
This book is intended to help language teachers to work effectively
and successfully with students who have specific learning
differences (SpLD) such as dyslexia. The book takes an inclusive
and practical approach to language teaching and encourages teachers
to consider the effects that an 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.
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