DESIGN STRATEGIES FOR INCLUSIVE FOREIGN LANGUAGE CLASSROOMS Wade Edwards, PhD Modern Languages Program Coordinator, Longwood U Sally Scott, PhD Director of Disability Resources, U of Mary Washington Better Learning by Design Conference ° Burlington, VT ° 2 June 2011

Overview Welcome and Introductions The Perfect Storm: Disabilities and Language Acquisition Project LINC: Learning in Inclusive Classrooms 2

The Perfect Storm

Trends in College Foreign Language Instruction/Learning An era of multiculturalism and global outreach Report from the Modern Language Association (2007) American Council on the Teaching of Foreign Languages Standards: 5Cs (2008) 4

Incidence of College Students with Disabilities All DisabilitiesLD %no data %1.2% %3.5% %7% U.S. Department of Education National Center for Education Statistics, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04, table national data 11% National Postsecondary Student Aid Study (2010) 5

Areas of LD that impact Foreign Language Learning Difficulty encoding and decoding in the native language Phonological processing Syntax Auditory processing Working memory Leons, E. & Hebert, C. (2002) World languages and the student with learning disabilities: Best practices. In L Shea and S. Strothman (Eds.), Teaching in the disciplines: Classroom instruction for students with learning disabilities. Putney, VT: Landmark College. 6

Other Disabilities with Possible Impacts on L2 Learning ADHD Asperger’s Articulation Difficulties Hearing Impairment Other Disabilities from Instructor Experience? 7

Transition Issues (for All Students) Placement testing Dual enrollment (high school and college) Gap in time since high school language classes Different academic expectations Instructor background and preparation 8

Barriers Reported by Students with Disabilities Instruction in the target language Group work “High stakes” oral assessment Inflated expectations for fluency Overall anxiety and lack of confidence Other ideas? 9

Baseline Data 10 Foreign language grades (fall 06-fall 08) FINAL GRADE A-CDFW Disability63%12%7%18% No Disability76%12%7%5%

Learning in Inclusive Classrooms Project LINC

A 3-year grant funded by the US Department of Education See PURPOSE: To develop a portable training curriculum to support new, part-time, and temporary foreign language instructors in inclusive classroom techniques. 12

Initial Challenges Finding common ground: Modern Languages Program and Disability Resources How do we support adjuncts/lecturers? Shifting models of disability: Moving from medical model to social model 13

Two-pronged Approach Support for addressing legal mandates o University procedures o Traditional accommodations plus Encouraging more inclusive instruction o Universal Design for Instruction o ACTFL Standards for Foreign Language Learning 14

Accommodation and Communication Strategies Foundation Workshop Overview o The Power of Design o Importance of Teaching All Students Sample Communication Tools o Expanded Accommodations o Early Warning Form o Tracking Chart 15

Inclusive Instruction Topical Workshops Overview Sample Instructional Products o First Week of Class o Foreign Language Autobiography o Target Language Aids 16

For me, foreign language is like… Some positive reactions: o …a new start. It adds a new dimension to your character. o …a doorway to another world. o …the key to living a successful life. o …an exciting experience that allows me to communicate with other people. o …a great chance to expose myself to others. 17

For me, foreign language is like… Some challenging reactions: o …being stuck on a deserted island where nobody can hear you scream. o …pulling out my teeth, one by one and very slowly. o …getting a shot; I dread it, but it must be done. o …a bad little brother or a scary movie. 18

For me, foreign language is like… Some creative reactions: o …a first grade band with a lot of strange sounds. o …holding a hot cup of coffee and realizing that you have to sneeze. o …riding with someone who is driving and texting at the same time. o …high-heeled shoes: both painful and sexy. 19

Emerging Outcomes LINC website for foreign language instructors o General disability information o Statistics on foreign language learning and disabilities o Modular training materials for individual or group work 20

Module Topics Foreign Language Pedagogy o Use of the Target Language o Group work o Assessment o Error correction Links to information on general inclusive practices 21

Data Update 22 Fall 06-Fall 08 Spring 09-Fall 10 FINAL GRADE A-CDFW Disability63%12%7%18% No Disability76%12%7%5% FINAL GRADE A-CDFW Disability75%14%5% No Disability74%13%7%5%

Wrap Up Thanks for completing our project evaluation form Contact us o Sally Scott o Wade Edwards o 23