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Privacy Terms of Use Site Map. Get help anytime, fast Work with an expert tutor on-demand or schedule a session in advance. Help from high school to college Our tutors can help you conquer your college courses and maintain a strong GPA. Personalized tutoring Work 1: Geometry "My tutoring session went very well.

Really appreciated the help: English "I love your services. Algebra "I was failing my math class and we tried this website as a last resort to help figure out questions. Geometry "The tutor was very encouraging and helped me through the entire process step by step! Algebra II "Amazing would have failed my test without him" —Zachary. Social Studies "Nicole J. Some experts therefore encourage students to expose themselves to the study of a language of their choice early in their schooling, talk to their instructor about their language needs, and seek additional help as soon as it is needed.

They recommend that students recognize that the study of a foreign language may take extra effort on their part, but that it will provide them with an experience in linguistic and cultural diversity that is desirable today in our global society. Sometimes struggling students may need to take fewer courses or focus specifically on foreign language study. It is helpful in this situation to provide letters of support from foreign language instructors as well as documentation of effort. Under the right circumstances, then, the study of a foreign language can be a positive and culturally broadening experience.

Leonore Ganschow , Ed. Her research interests are in the areas of language disabilities native, foreign, oral and written. She has published over 60 book chapters and articles and serves as editorial consultant for several journals in her field. Currently she has developed an ad hoc literacy task force to set up MSL training for volunteers in her community.

Elke Schneider received her Ph. Over the past 15 years, she has published, presented, and taught on these topics as an instructor of special education and literacy education courses. She also provides teacher training on multisensory structured language instruction to native, foreign and second language learners in public and private schools, both nationally and internationally. She has over ten years of experience integrating multisensory structured language instruction into undergraduate and graduate teacher education programs, and is currently Assistant Professor at Winthrop University, Rock Hill, South Carolina, where she teaches graduate and undergraduate courses in Special Ed.

Riley College of Education. Multisensory teaching of basic language skills 2nd ed. ADFL Bulletin, 31 2 , Curricular accommodations for college students with language learning disabilities. Topics in Language Disorders, 21 2 , Inclusion in the French classroom. Inclusion in the Spanish classroom. Learning difficulties and foreign language learning: A review of research and instruction. Language Teaching 34, Reflections on foreign language study for students with language learning problems: Research, issues, and challenges.

Foreign language acquisition and language-based learning disabilities. John Benjamins Publishing Co. The college foreign language requirement: An action plan for alternatives.

Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. Dyslexia and foreign language learning. Questions people ask about the role of phonological processes in learning to read. An Interdisciplinary Journal 17, The case for course substitutions as a reasonable accommodation for students with foreign language learning difficulties.

Journal of Learning Disabilities 32, Legal issues serving postsecondary students with disabilities. Topics in Language Disorders 21 2 , Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning.

Annals of Dyslexia 45, Benefits of multisensory language instruction for at-risk learners: A comparison study of high school Spanish students. Annals of Dyslexia 48, Explicit teaching of phonology in a second language. Annals of Dyslexia 41, Teaching a foreign language using multisensory structured language techniques to at-risk learners: Journal of Learning Disabilities 36, Sponsored Links About these ads Consumer Tips.

Leonore Ganschow and Elke Schneider The question of why some students seem to learn a foreign language with ease while others struggle has plagued both foreign language and special educators, especially in recent years. In this article, we address the following questions related to foreign language learning: Who may have difficulty successfully fulfilling a foreign language requirement in school? What do research findings indicate about foreign language study and at-risk students?

Which instructional methods are beneficial for at-risk foreign language learners? What additional adaptations might students with moderate to severe language learning difficulties need? What challenges exist for students with moderate to severe foreign language learning difficulties?

What challenges exist for teachers of students with moderate to severe foreign language learning difficulties? What can administrators and foreign language departments do to facilitate foreign language learning for all their students?

Are there circumstances under which a student is exempt from the study of a foreign language? What recommendations do the experts make for the study of a foreign language?

Use several learning channels simultaneously listening, speaking, reading, writing, and mnemonic devices for memory. Research findings suggest that hearing, seeing, and saying a word concept simultaneously enhances memory. When teaching new sounds and symbols, teach only one or two at a time. Use visual aids when appropriate. Repetitive Provide opportunities for the student to practice and review a concept frequently to assure automaticity.

Examples might include practicing forming letters correctly, spelling non-phonetic words, and reviewing spelling patterns. Provide guided pair work activities to practice and reinforce a concept, pairing a strong student with a weaker student.

Structured Teach language concepts in a logical progression and help the student categorize concepts. Provide structured, explicit overviews of the material covered.

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