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The release of a report by the Modern Language Association,
"Foreign Languages and Higher Education: New Structures for a
Changed World," focused renewed attention on college foreign
language instruction at the introductory level. Frequently, the
report finds, these beginning courses are taught by part-time and
untenured instructors, many of whom remain on the fringes of the
department, with little access to ongoing support, pedagogical
training, or faculty development. When students with sensory,
cognitive or physical disabilities are introduced to this
environment, the results can be frustrating for both the student
(who may benefit from specific instructional strategies or
accommodations) and the instructor (who may be ill-equipped to
provide inclusive instruction). Soon after the MLA report was
published, the American Council on the Teaching of Foreign
Languages issued "Diversity and Inclusion in Language Programs," a
position statement highlighting the value of inclusive classrooms
that support diverse perspectives and learning needs. That
statement specifies that all students, regardless of background,
should have ample access to language instruction. Meanwhile, in the
wake of these two publications, the number of college students with
disabilities continues to increase, as has the number of world
language courses taught by graduate teaching assistants and
contingent faculty. Disability and World Language Learning begins
at the intersection of these two growing concerns: for the diverse
learner and for the world language instructor. Devoted to practical
classroom strategies based on Universal Design for Instruction, it
serves as a timely and valuable resource for all college
instructors-adjunct faculty, long-time instructors, and graduate
assistants alike-confronting a changing and diversifying world
language classroom.
The release of a report by the Modern Language Association,
"Foreign Languages and Higher Education: New Structures for a
Changed World," focused renewed attention on college foreign
language instruction at the introductory level. Frequently, the
report finds, these beginning courses are taught by part-time and
untenured instructors, many of whom remain on the fringes of the
department, with little access to ongoing support, pedagogical
training, or faculty development. When students with sensory,
cognitive or physical disabilities are introduced to this
environment, the results can be frustrating for both the student
(who may benefit from specific instructional strategies or
accommodations) and the instructor (who may be ill-equipped to
provide inclusive instruction). Soon after the MLA report was
published, the American Council on the Teaching of Foreign
Languages issued "Diversity and Inclusion in Language Programs," a
position statement highlighting the value of inclusive classrooms
that support diverse perspectives and learning needs. That
statement specifies that all students, regardless of background,
should have ample access to language instruction. Meanwhile, in the
wake of these two publications, the number of college students with
disabilities continues to increase, as has the number of world
language courses taught by graduate teaching assistants and
contingent faculty. Disability and World Language Learning begins
at the intersection of these two growing concerns: for the diverse
learner and for the world language instructor. Devoted to practical
classroom strategies based on Universal Design for Instruction, it
serves as a timely and valuable resource for all college
instructors-adjunct faculty, long-time instructors, and graduate
assistants alike-confronting a changing and diversifying world
language classroom.
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Hope Vol. 2 - Masks
Dirk Manning; Illustrated by Sally Scott
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R575
R464
Discovery Miles 4 640
Save R111 (19%)
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Ships in 9 - 15 working days
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